Abstract
In view of the need to devise methods of training teachers with greater awareness of individual personal traits, a three-dimensional conceptualization of teacher personality was proposed and tested. Cognitive and affective orientation toward classroom processes, internal and external locus of control, and open and closed belief systems constituted three facets relatively free of specific content or situation. The eight types formed by combinations of the three facets were rated by three samples totalling 103 teachers. Facet analysis and semantic differentiation yielded mutually supportive results indicating that the three dimensions define an internally consistent and discriminable typology of teacher traits and can serve as a starting point for individualized methods of teacher training.
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