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This study examined the relationship between teachers and administrators in their work environment and the satisfaction of their needs. The "Work Motivation Inventory", developed by Hall and Williams and based on the theories of Maslow and Herzberg, and the "Vocational Preference Inventory", developed by Holland, were used to measure educators' personality profiles to determine if the personality types were congruent with the teaching profession. The sample consisted of 200 educators in Ontario who taught at urban secondary schools or worked at a school board as an educational administrator. The variables of job location, gender, years of experience, and household income had no significant relationship to need satisfaction. Younger educators did experience significantly higher safety needs as compared to older educators. Teachers experienced significantly higher basic needs and job dissatisfaction as compared to administrators. Evidence was found for the theory that personality variables, as measured by the Vocational Preference Inventory, are related to need satisfaction. Educators who were high in realistic personality had significantly higher basic needs. Educators who were high in investigative personality had significantly lower ego-status needs. As expected, according to Holland's theory, social personality types (those best suited for teaching) were satisfied with their work. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1997 .S43. Source: Masters Abstracts International, Volume: 37-02, page: 0430. Adviser: Linda McKay. Thesis (M.Ed.)--University of Windsor (Canada), 1997.
Seguin, Michael Joseph., "Motivation, job satisfaction, needs, and vocational preferences of urban secondary teachers and administrators." (1997). Electronic Theses and Dissertations. 2791.