Motivational factors in the careers of health care educators

Little formal research attempts to relate personnel and job-role characteristics with motivations and satisfactions in the health care education field. This paper reports findings, based on a national multidisciplinary sample of health care educators (N = 229), that argue against cynical appraisals of motivations, job satisfactions, and job-role compatibility. A number of empirical hypotheses are derived that may serve as starting points for further inquiry. Instruments and methods useful for future research are described.