Defining and measuring faculty productivity are among the most central issues for quality and accountability in higher education today, and it is the subject this study seeks to illuminate. This study first examines how the productivity of faculty in the School of Education at a private university differ according to different faculty characteristics and according to faculty rank. It then examines which activities are highly valued at this organization by determining the relative value of each activity, providing a benchmark to evaluate whether faculty are indeed spending their time on the activities that enhance the mission of the school and the institution. Finally, the study examines the percentage of faculty participating in activities that are considered highly productive and what proportion of faculty time is spent on these activities. I examine the Productivity Index (PI) of faculty from the School of Education at a private research university to answer these questions. Data from the PI were collected over the six years the measure was in use. This study will contribute to the existing body of research on faculty work by examining the use of this measurement tool and the resulting data collected by that tool to further understand ways in which faculty work may be reported and valued, and to identify variances in faculty work and time spent which may be influenced by various faculty characteristics. This study is a secondary analysis of longitudinal data collected by the PI. As the research questions above were largely comparing groups, the study uses a quantitative approach. This study is significant in adding to the understanding of the factors and characteristics of productive faculty which will in turn provide insight to the facts and myths regarding faculty productivity. This study examines how faculty spend their time (behavior) and how they are motivated to spend time on certain activities versus other activities (motivation). This study also identifies which characteristics effect behavior and motivation, and in turn, how those characteristics influenced productivity. Significantly, what was found, using statistical analysis, was that teaching was the most highly valued activity among research, service and teaching. This was true for both the tenured and tenure-track faculty and special faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]