THE RELATIONSHIP BETWEEN THE CLASSES OF COGNITIVE PHENOMENA WAS INVESTIGATED, I.E., THE MOTIVATIONAL STRUCTURE AND THE DEGREE OF PERCEIVED ROLE DISPARITY OF TEACHERS. ONE ELEMENT OF MOTIVATION, CALLED "ORIENTATION FOR CHANGE," WAS RELATED TO DIFFERENT TYPES OF ROLE DISPARITY, INCLUDING "OPTIMISM" OR THE EXTENT IN WHICH THE NORMS (WANTS OR DESIRES) AND EXPECTATIONS OF AN INDIVIDUAL IN A GIVEN SOCIAL SITUATION ARE CONGRUENT. IT WAS THE VIEW THAT MOTIVATIONAL THEORY AND COGNITIVE THEORY ARE MUTUALLY INCLUSIVE AND THAT NEEDS AND GOALS OF TEACHERS COULD INFLUENCE SOCIAL COGNIZING. COGNITIVE TEACHER ROLE DISPARITY WAS ANALYZED BY ASKING 98 TEACHERS IN KANSAS CITY WHAT THEIR OWN AND ATTRIBUTED COGNITIONS WERE FOR BEHAVIORS OF THEIR OWN POSITION. ATTRIBUTED COGNITIONS APPLIED TO THE GENERAL PUBLIC, SCHOOL OFFICIALS, AND OTHER TEACHERS. MOTIVATIONAL ORIENTATION WAS ALSO DETERMINED FROM A RATED LIST OF IMPORTANT ASPECTS OF TEACHING, FINDINGS FROM WHICH APPEARED TO INDICATE WHY INDIVIDUAL SUBJECTS HAD CHOSEN TEACHING AS AN OCCUPATIONAL CAREER. SOME SUPPORT WAS FOUND AFTER CAREFUL ANALYSIS OF THE COLLECTED DATA THAT "ORIENTATION FOR CHANGE" WAS RELATED TO THE EXTENT OF PERCEIVED ROLE DISPARITY. HOWEVER, LITTLE COULD BE FOUND RELATING THE "OPTIMISM" OF THE SUBJECTS TO THIS DISPARITY. GREATER DISPARITY WAS FOUND ACCRUING TO EXPECTATIONS THAN TO POSITIVE NORMS AND TO ATTRIBUTED COGNITIONS OF THE GENERAL PUBLIC THAN TO GROUPS WITH WHICH THE SUBJECTS WERE MORE FAMILIAR. THIS REPORT WAS PREPARED AS A THESIS AND SUPPLEMENTAL ACTIVITY ON COOPERATIVE RESEARCH PROJECT NO. 371, ENTITLED "ROLE OF THE TEACHER AND OCCUPATIONAL CHOICE." (JH)