This article examines the relationships between important needs of faculty and the processes and contexts of teaching in institutions of higher learning that might affect need satisfaction. The theme of the paper is that the ineffability of the goals and effects of teaching, the ambiguities in the social context of teaching, and the difficulties in measuring success serve to block satisfactions of faculty and force them to turn to other pursuits which seem be be more rewarding.
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James L. Bess (1977) studied this question.
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