This study was designed to identify factors which motivate job acceptance among teachers of severely and profoundly mentally retarded children. Three hundred and sixty teachers of severely and profoundly mentally retarded children from the Commonwealth of Pennsylvania who had attended or were in the process of attending the Pennsylvania Training Model were surveyed.
The responses of 235 teachers indicated that challenge and practicum experiences were the two most prevalent motivational factors underlying job accetpance. Further evidence suggested that rewarding ex- perience may be a factor in career choice.
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