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This study examines the relationship between eight categories of rewards available to teachers in high schools and teacher behaviors of absenteeism, recruitment and retention. Findings emphasize the importance of intrinsic motivators in professional organizations and suggest basic differences in motivational patterns between professional and production oriented organizations. Dennis W. Spuck is an Assistant Professor of Educational Administration at the University of Wisconsin-Madison. Educational institutions, like all organizations, must provide incentives which induce cooperative behaviors from organizational members. The greatest portion of the fiscal expenditures of school districts are directed toward providing rewards which will attract and hold teachers within the system and which will motivate them to be productive members of their profession. This research compares empirically-based reward structures to theoretical reward models and explores the relationship of derived structures to selected organizational behaviors of public secondary school teachers. Reward StructuresThe formal organization may be defined as a system of consciously coordinated activities or forces of two or more persons directed toward the accomplishment of common objectives. This cooperation is not given freely by those participating in the organization, but is exchanged for desired rewards made available through participation in the organization. Teachers, as members of a formal organization, exchange their cooperative behaviors for desired rewards offered by and within the school.Early motivational theories conceived of man, the employee, as being totallyrational and motivated solely by monetary incentives.

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