![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Unexplained variance between educators and non-educators suggests that different strategic objectives and personal motivations exist for the development of education policy related to administrative and instructional computing. While educators simply reduced the level of their policy demands under artificial constraints, consistent with the initial strength of their requirements under unconstrained conditions, non-educators effectuated significant changes in the strategic objectives initially mediating their selection of unconstrained policy requirements. Although initial priority levels for non-educators were consistent with educator stability under artificial constraints, initial educator priorities demonstrated little discernible relationship to non-educator changes in priority fostered by artificial constraints. This deviation for non-educators suggests that different perceptual domains of personal motivation exist for these two groups under artificial constraints.