Educational technology organizations have developed ambassadorship programs and are actively seeking social media influencers to participate in ambassador program activities voluntarily, with no pay. The purpose of this quantitative study was to describe the perceived motivational needs of educators who apply and voluntarily participate in unpaid ambassadorship programs in educational technology (EdTech) in the context of David McClelland's Achievement Motivation theory. The study found significant differences in the need satisfaction of motivational needs and in the volunteer functions between females and males, and among the different countries of practice. The researcher concluded EdTech ambassador programs must consider gender and cultural differences when designing online networks and fostering community peer relationships to better meet the needs of their EdTech ambassadors. [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/en-US/products/dissertations/individuals.shtml.]