Abstract
SELECTIVE RECRUITMENT is perhaps the sin gle most important problem in teacher education to day. A review of the current research and writing in the field of education reveals wide areas of dis agreement as to the factors that contribute to effec tive teaching. There appears, however, to be a growing consensus among the authorities in the field that personality organization is one of the most im portant elements in determining the behavior of the teacher in the classroom. Lack of agreement as to how these personality factors may be identified and measured still presents a problem. Few de v i c e s currently on the market have proved adequate.
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