The primary emphasis of the Texas Junior High School Study was the investigation of process-outcome relationships in 136 junior high school math and English classes. A total of 68 teachers were observed in nine junior high schools in a large urban school district. Teachers also responded to a questionnaire and an interview focusing on presage variables such as teachers' beliefs, expectations, assumptions about teaching, and self-reports of instructional practices. Two outcome measures were used: an achievement test reflecting the subject matter taught, and student ratings of teachers. Volume I presents relationships among teacher self-report variables measured by the questionnaire and interview, and the two outcome measures. The findings for mathematics teachers indicated that successful teachers are committed to a structured, whole-class teacher- and textbook-centered approach. The findings for English teachers indicated a strong interaction between teacher effectiveness and student entering ability, and a lack of correspondence between cognitive and affective measures of teacher effectiveness. Other results are discussed in detail, and these findings are compared with previous studies of presage variables. (Author/BW)