lightly less noble reasons; e.g. they feel that it is a good career move, they don't know what other field they are suited for, etc. Also, it seems arguable, at best, that one cannot teach the essentials of one's craft. Indeed, the entire educational system is predicated on the assumption that men and women can be taught to become teachers! Arons' analysis loses some of its force with such statements.
Another motivational study was conducted by Richardson & Sistrunk (1989) to compare the motivational levels of 192 Mississippi school teachers with their perceptions of several supervisory behaviors. Demographic variables of teachers' gender, race, and subject area which they taught were also examined for relationship to both motivational level and perceptions of supervisory behavior. The authors concluded that there was a relationship between investigated variable such that:
. . . teachers who perceived their own levels of emotional exhaustion to be low also perceived their principals to be non-direc
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