This study tested the efficacy of a recently developed industrial theory of work incentives in educational organizations. The investigation necessitated describing the factors which serve as sources of work attachment for educators and discovering if work factors seem of equal or differing importance to teachers who describe themselves as being satisfied, indifferent, or dissatisfied. A questionnaire composed of 124 work attachment ideas with levels of satisfaction, dissatisfaction, and indifference was responded to by 508 staff members of a school district in Kansas. The realization that the incentive system for teachers supported theories of the incentive system for industrial workers developed by Dubin (1970) resulted in a two-tier incentive system with provisions for each of the satisfaction levels. Minimal incentives for all teachers are found in the lowest tier. The second tier includes features important to all teachers. Satisfied teachers would receive intrinsic incentives, indifferent teachers would receive incentives related to autonomy in work and work conditions, dissatisfied teachers would receive extrinsic work features and interpersonal relations with peers and supervisor. The proposed incentive system is similar to proposed industrial workers incentive system. It can serve as a guide for further research while being of importance to an administrator's decision in distributing incentives to employees. A brief bibliography is included. (MJM)