Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award



This study investigated a range of motivational variables which might lead individuals to become educational administrators. Identified and reported are those variables which are viewed by teachers who comprised the pool from which most future administrators are drawn. Twenty-seven items were identified and used on an instrument, designed by the writer. The null hypothesis for statistical differences between male and female educators was tested on each of the 27 items at the .05 level of significance, using multivariate analysis of variance and the test of simple main effects. A 20% sample of randomly selected male and female administrators produced 371 responses. The instrument was sent to a total of 1042 educators in the state of North Carolina during the spring of 1986 with a response rate of 75%. It was hypothesized that no significant differences would exist for sex, status, or the interaction of these upon each other for each of the 27 motivators. However, based upon several variables selected for the study, 14 differences appeared to separate the sexes. Compared with male educators, female educators viewed several motivators more negatively. They are: (1) Increased public scrutiny; (2) Negative public reaction; (3) Less time for summer vacations; (4) Being subjected to greater psychological pressures associated with teacher evaluation; (5) Work with athletic personnel and programs; (6) Career family conflicts; (7) Responsibility for disciplinary actions. Compared with male educators, female educators viewed the following motivators most positively. The are: (1) Possibility of earning higher annual salary; (2) Possibility of influencing academic achievement; (3) Opportunity to improve morale; (4) Opportunity to achieve positive recognition; (5) Probability of fewer teaching responsibilities; (6) Likelihood of being supported by coworkers; (7) Opportunity for professional growth. In view of these findings, it seemed appropriate to conclude that female educators represented in this study were not as motivated as male educators to seek administrative positions because of the inherent conflicts associated with the nature of administrative work itself or the collective self-concepts of these women which did not find expression in the kinds of administrative tasks that exist in educational administration today. The study also notes however, that women who are currently administrators hold many views similar to male administrators and appear atypical of women educators in general. (Abstract shortened with permission of author.)

Document Type

Dissertation - Open Access