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The more removed they perceive the criteria for advancement to be from teaching and the greater the competition from their extrinsically motivated colleagues, the less likely they are to devote the necessary effort to those endeavors just for the purpose of achieving a higher professional "rank" and the associated transactional benefits. However, it would be both appropriate and beneficial to the educational community to recognize the objective merit of the work as educators of some professors purely on the basis of their genuine commitment to educating and on their contribution to the intellectual development of their students.
Conclusion
Teaching, like many other professions with altruistic elements, provides more in the way of both tangible and intangible transactional benefits based on professional status within the field. Educators who genuinely love teaching and who devote their entire professional energies to the essential purpose of their profession often lose their enthusiasm gradually when their efforts continually go unrecognized and unrewarded in the only meaningful way that their employers could demonstrate their appreciation. They may begin to entertain alternate careers despite their love of teaching simply as a function of their growing need for self-actualization through their professional efforts along the lines outlined by Maslow and other contemporary psychologists.
Ultimately, to the extent they perceive their efforts as unrewarded...
Unfortunately, many of those who eventually leave the profession for lack of appropriate professional recognition for their work in the classroom are likely to include some of the best educators by virtue of the existing "room for error" in traditional standards for professional advancement and tenure within the community of professional educators.
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George, J.M. And Jones, G.R. (2008). Understanding and Managing Organizational
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