2a) Robert Callis, Change in Teacher-Pupil Attitudes Related to Training and Experience, Educational and Psychological Measurement, X (Winter, 1950), 718-27. b) Robert Callis, The Efficiency of the Minnesota Teacher Attitude Inventory for Predicting Interpersonal Relations in the Classroom, Journal of Applied Psychology, XXXVII (April, 1953), 82-85. c) Walter W. Cook and Cyril J. Hoyt, Procedure for Determining Number and Nature of Norm Groups for the Minnesota Teacher Attitude Inventory, Educational and Psychological Measurement, XII (Winter, 1952), 562-73. d) Carroll H. Leeds, A Second Validity Study of the Minnesota Teacher Attitude Inventory, Elementary School Journal, LII (March, 1952), 398-405. e) Carroll H. Leeds and Walter W. Cook, The Construction and Differential Value of a Scale for Determining Teacher-Pupil Attitudes, Journal of Experimental Education, XVI (December, 1947), 149-59. of college education score significantly higher than those with two years of college educ tion. This same result was reported for elementary-school teachers employed in school systems with fewer than twenty-one teachers and for those with twenty-one or more teachers. Since many school systems consider four years of college education as the minimum for employment and many consider five years as preferable, it would seem desirable to determine the effect of five or more years of college education on the scores of the MTAI. While secondaryschool teachers with five years of college education are considered in the norms, it is important to an administrator using the instrument to know the effect of the fifth year for elementary-school teachers as well.