Abstract
This study explored the initial motivations and intrinsic rewards of eighteen women who chose to become elementary school teacher-librarians. Participants' initial motivations were consistent with those of their classroom teacher-colleagues in most areas examined by the study. However, participants indicated three initial motivations or intrinsic rewards that appear specific to teacher-librarianship: variety, flexibility and autonomy. Participants' stories provide insight into how they view their work and how they negotiate work relationships with their classroom teacher-colleagues, and negotiate for autonomy in the workplace.
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