The current national emphasis upon the qualitative preparation of teachers requires that increased attention be devoted to the nature and types of personality and/or attitude changes that occur during the teacher preparation process, as well as those occurring after the completion of professional training. Because the attitudes exhibited by teachers toward their students and toward teaching are recognized to be in part a reflection of their own personality organization, it would appear that increased effort should be devoted over time to the enlargement and verification of evidence concerning the noncognitive characteristics of teachers. In a recent study of factors related to satisfaction or dissatisfaction with teaching, Bledsoe and Crafton (2) concluded that dissatisfaction appears to be a function of the individual's personality, particularly his expectations toward teaching.A survey of the literature concerning the personal qualities of teachers reported by Getzels and Jackson (7) thoroughly discussed the major quantitative and experimental investigations published between s95o and 1962. However, studies of the noncognitive factors of teacher behavior still have not yielded consistent results. This may be due both to between-and within-subject variation and