Teacher professional development (TPD) programs face several challenges in fostering active participation and ensuring high-quality learning experiences compared to traditional approaches. While online TPD programs offer flexibility, concerns remain about their effectiveness in promoting high-quality content and autonomous learning. This study aims to address these concerns by comparing the effectiveness of Massive Open Online Courses (MOOCs) and Learning Management Systems (LMS) in enhancing teacher autonomy and perceptions of TPD program quality. A cross-sectional study was conducted to examine how these platforms influence teachers' perceptions of key TPD quality indicators, including clarity, structure, cognitive stimulation, collaboration, and practical relevance, as well as the development of their autonomous learning. The current study also explored how individual teacher characteristics such as certification level, experience, and gender, might influence these effects. A total of 108 teachers (n = 108) participated in TPD programs delivered through either MOOCs (12 courses) or LMS (14 courses). The results indicate that while both platforms received positive evaluations, MOOCs exhibited slightly higher overall ratings for quality indicators. Additionally, participants enrolled in MOOCs reported significantly greater autonomous learning development compared to those using LMS. Moreover, higher certification and experience levels were associated with more positive perceptions of TPD quality across both platforms. This study contributes to the field by highlighting the potential for both MOOCs and LMS to support high-quality TPD, which can foster teacher autonomy, while also emphasizing the importance of considering individual teacher characteristics in TPD program design.