ABSTRACT
A quality like anxiety is described as a personality trait, that is as a relatively enduring characteristic. The same difficulties attend any investigation into teacher personality. Due to the generally ambivalent findings of research into links between personality traits and educational performance, some psychologists suggest it would be more profitable to adopt a state-based approach. The importance of self-esteem in personality development and in academic success is fully explored elsewhere, and space allows only the main points to be summarized here. With all three dimensions of cognitive style, as with the personality traits of Eysenck and Cattell, some individuals will not be located at either of the extreme ends. Through an examination of personality traits and states, of cognitive style, of the vital area of self-esteem, and of the related area of teacher personality, this chapter has attempted to isolate issues essential to this understanding.
