This study examines the relationship of organizational variables to teacher motivation. It seeks to determine what differences, if any, exist between the organizational structures of multiunit (MUS) and non-multiunit (NMUS) individually guided education (IGE) elementary schools. The unit of analysis consists of MUS and NMUS elementary schools in the State of Wisconsin that employed ten or more staff members during 1971-72. Organizational structure was defined in terms of Hage's axiomatic theory of organizations. School means of complexity, centralization, formalization, and stratification were used, along with school size, to describe the organizational structure of the schools. Teacher motivation was defined in terms of the organization's reward systems as measured by expectancy theory as delineated by Vroom and Porter and Lawler. Major findings indicate no significant differences between MUSs and NMUSs in school size, complexity, and formalization, but MUSs were less centralized, less stratified, and had more highly motivated teachers than NMUSs. Results of this study suggest that administrators interested in developing higher levels of teacher motivation should make every effort to involve teachers in the decisionmaking process and that they should attempt to distribute rewards to teachers fairly and justly. (Author/DN)