The variables of teacher self efficacy, locus of control, and attribution of responsibility are important in classroom situations for both teachers and students. This paper discusses some theoretical considerations associated with these three variables and various instruments and scales used to measure them. Results are presented from a study that examined teachers' sense of responsibility for positive and negative student outcomes, taking teachers' sex, years of teaching experience, and grade level into consideration. These findings are compared to other research on teachers' attribution of responsibility and discussed within the context of findings from past research on correlations between locus of control, self-efficacy, and attribution of responsibility. The Responsibility for Student Achievement Questionnaire (Guskey) was administered to 308 elementary and secondary teachers in Portugal. The teachers who were studied attributed to themselves more responsibility for success than for failure. In general, female teachers assumed more responsibility for success and less for failure than did their male counterparts. No significant differences regarding grade level or years of experience were found. (IAH)