A study assessed the perceived effectiveness of cognitive theories of motivation on correctional educators in Tennessee in facilitating teacher attitude and performance as compared to noncognitive models. The Performance Motivation Questionnaire obtained demographic information and responses to items on motivational concepts and practices. Responses were arranged on a Likert scale. The subjects were all certified teachers and administrators employed by the Tennessee Department of Correction and the Tennessee Department of Youth Development; 192 of 240 completed questionnaires. Four hypotheses were tested, comparing the perceptions of correctional educators of cognitive and noncognitive approaches to staff motivation in terms of effects on their attitudes, morale, and performance. The other three variables were types of students, educator's sex, and educator's position. Data were analyzed using means, standard deviations, and t-test of significance. Research findings showed a significant difference in the perceptions of correctional educators toward noncognitive versus cognitive theories and approaches to staff motivation, especially in terms of what best facilitates positive effects on teacher attitudes, morale, and performance. Overall, the cognitive approach was preferred to the noncognitive. No significant differences were found in perceptions of educators working with adult and juvenile students, male and female educators, and supervisors and teachers. (Seven data tables are provided.) (YLB)