This study explored the impact of professional development and administrative support on faculty and student motivation and engagement. This pragmatic exploratory mixed-method research employed a combination of quantitative and qualitative methods for data collection, using surveys and semi-structured interviews. The study's findings indicated that professional development is still the most popular instrument for skill delivery and upgrade; it doesn't sufficiently encourage or address the faculty's needs. However, it resulted in the increased use of the hybrid digital instruction model and instructor-student communication and feedback. While participants did increase their use of more student-centered teaching strategies and skills after professional development, there was a decline in the faculty's motivation. In addition, faculty indicated an interest in continuous support such as web training, peer community, and best practices, available in a flexible online environment. While administrative support components such as policy, technological infrastructure, technical support, and professional development are essential in maintaining the online learning education program, technical support was identified as the lead factor responsible for student motivation and performance. As online distance learning enrollment in Higher education continues to increase globally, more effective avenues of professional development are needed to motivate faculty and keep them current with the skills.