The purpose of this study was to examine teacher motivation in the context of performance-based compensation systems. The researcher specifically sought to address four research questions: 1. To what extent are teachers motivated for behavioristic/economic reasons and extrinsic rewards? 2. To what extent are teachers motivated for altruistic/PSM reasons and intrinsic rewards? 3. To what extent are teachers simultaneously motivated by both behavioristic/economic and altruistic/PSM means? 4. To what extent are behavioristic/economic or altruistic/PSM motivators more dominant in what drives teachers? The data used in this study was gathered from teachers working in the Eagle County School District in Colorado in the Spring of 2011. 278 teachers participated in the survey which was part of a required evaluation program the district undertook to be in compliance with program evaluation requirements as a federal "Teacher Incentive Fund" grant recipient. The researcher used descriptive statistical analysis techniques on the data to answer the research questions posed for this study. From this analysis, some clear conclusions were drawn. First, the evidence presented in this dissertation suggests that teachers are motivated by behavioristic/economic motivators. However while it appears teachers desire to earn more money, this did not seem to translate into a clear behavioral change in terms of work habits. The evidence did suggest an increased level of attention to measures that were tied to compensation. Second, teachers are also motivated for altruistic/public service motivation reasons. All of the educators who participated in the survey used in this dissertation were in some level of agreement with questions on if they are motivated to help others, particularly students. Third, the evidence presented here suggests that teachers can be simultaneously motivated by both the behavioristic/economic and the altruistic/public service motivation paradigms. Finally, the altruistic/public service motivation paradigm seems to be the stronger of the two in what drives teachers. However, the behavioristic/economic paradigm does suggest the ability to draw the attention of educators to those things to which financial incentives are attached. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]