This paper discusses problems the author encountered in attempting to conduct a study of teacher motivation as influenced by a combination of participative decision-making and financial rewards. Over a 3-year period, teacher motivation was to be viewed as influenced by two independent variables--participative decision-making and financial rewards; in the second year, teacher effectiveness and student achievement were to be added as dependent variables. Initial difficulties were encountered in defining motivation, participative decision-making, and, to a lesser degree, financial rewards; further difficulties arose from the assumption of positive correlations among the four variables. To test the validity of these projected correlations, the author planned to compare a control school where no changes would be implemented with a second school where only financial rewards would be instituted and finally, with a third school implementing both participative decision and financial rewards. Thus far, the author has not found a setting in which to carry out the study to its completion. The author concludes by speculating that the reason he has been unable to do so is that school administrators view participative decision making as a threat to existing power relationships. (JBM)