A study sought to develop a measure to assess educational self-direction of teachers in continuing education. A questionnaire with three dimensions of educational self-direction--closeness of supervision, routinization, and substantive complexity of work--was administered to supervisors, teachers, teacher aides, parent coordinators, social workers, and trainers. The questionnaire was derived from theory and research which explored the characteristics of various occupations and the relationship between these and the psychological functioning of employees. A description is presented of how the theory can be used to analyze the learning environments of teachers in continuing education. The development of the instrument is documented, and data related to the reliability and validity of the instrument is presented. The relationship between measures obtained from this instrument and two aspects of the psychological functioning of teachers--intellectual flexibility and beliefs about teaching--are discussed. (CB)