To meet the growth and achievement needs of teachers and to build career commitments among teachers, school administrators need to understand what influences the internal work motivation of classroom teachers and to adjust their supervisory styles to meet those needs. Accordingly, after an extensive review of the literature on adult learning, this study examines the degree to which a random sample of classroom teachers in Fairfield County, Connecticut, perceived their supervisors' behavior to conform to an andragogical (adult learning) model of educational supervision and tests the degree to which supervisors' behavior was related to teacher motivation. Data were collected with the Job Diagnostic Survey (JDS), which measures five core job dimensions (skill variety, task identity, task significance, autonomy, and feedback) and three psychological states (meaningfulness, responsibility, and knowledge of results). Results were computed to yield a Motivating Potential Score, based on scores for the core job dimensions, and an andragogical quotient, based on the categories of autonomy, feedback from supervision, and job satisfaction. Findings, based on the responses of 207 out of 425 teachers, indicate a definite relationship between andragogical supervision and the job satisfaction and internal work motivation of teachers. References are included. (TE)