IN A STUDY THAT WAS PRIMARILY CORRELATIONAL IN NATURE, RELATIONSHIPS BETWEEN EVALUATORS' ATTITUDES TOWARD EDUCATION AND PERCEPTIONS OF TEACHING BEHAVIOR WERE DETERMINED BY ADMINISTERING QUESTIONNAIRES TO OVER 3,000 ELEMENTARY AND SECONDARY TEACHERS AND GRADUATE STUDENTS OF EDUCATION FROM INDIANA, MICHIGAN, NEW YORK, NORTH CAROLINA, TEXAS, AND WISCONSIN. THREE GENERAL QUESTIONS GUIDED THE STUDY--(1) THE AFFECT OF ATTITUDES TOWARD EDUCATION ON PERCEPTIONS OF DESIRABLE TRAITS AND BEHAVIORS OF TEACHERS, (2) THE FACTOR STRUCTURE AND CONTENT OF EDUCATIONAL ATTITUDES, AND (3) THE FACTOR STRUCTURE AND CONTENT OF PERCEPTIONS OF DESIRABLE TRAITS OF TEACHERS. SECOND-ORDER FACTOR ANALYSIS REDUCED A NUMBER OF EDUCATIONAL ATTITUDE FACTORS TO TWO LARGE FACTORS, PROGRESSIVISM AND TRADITIONALISM. SIMILARLY, TWO SECOND-ORDER FACTORS WERE FOUND TO UNDERLIE TEACHER-TRAIT PERCEPTIONS, PERSON-ORIENTATION AND TASK-ORIENTATION. IT WAS FOUND THAT PROGRESSIVE ATTITUDES TOWARD EDUCATION WERE POSITIVELY AND CONSISTENTLY CORRELATED WITH PERSON-ORIENTED TEACHER TRAIT PERCEPTIONS. TRADITIONAL ATTITUDES TOWARD EDUCATION WERE SIMILARLY CORRELATED WITH TASK-ORIENTED TEACHER TRAIT PERCEPTIONS. (AUTHOR/JK)