INFLUENCES OF JOB TYPE, JOB STATUS, AND GENDER ON ACHIEVEMENT-MOTIVATION

This study explored two issues. First, the stereotype was explored that teachers are lower in intrinsic achievement motivation than those in other occupations; second, that job type, job status, and/or gender influence intrinsic achievement motivation. Job type was explored based on the stereotype of a high achievement motivation condition (banking) versus a low condition (teaching). Job status was examined as currently working versus retirement from the occupation. Gender referred to sex, male and female. Each of the eight cells of a 2x2x2 factorial design contained 15 subjects randomly drawn from population pools (N=264) screened for membership on specific age, years of employment, and years of retirement. Intrinsic achievement motivation was assessed by the four factors of the Helmreich and Spence (1974) Work and Family Orientation Questionnaire (WOFO). Data were analyzed for main and interaction effects using multivariate analysis of variance (MANOVA). No support was found for the proposition that banking personnel are higher in motivation than teachers. On the second issue, gender and job status yielded statistically significant effects, suggesting that a person's gender and whether he is working or retired both exert an influence upon his intrinsic achievement motivation.