Teachers perceive classroom management to be one of the most enduring and widespread problems in education. This paper presents findings of a study that continued efforts to refine the Attitudes and Beliefs on Classroom Control (ABCC) Inventory. Formerly called the Inventory of Classroom Management Style, the ABCC is an instrument designed to measure teachers' perceptions of their classroom-management beliefs and practices. The study sought to investigate differences between the classroom-management style of male and female educators. A second objective was to substantiate the construct validity of the ABCC Inventory. The ABCC and selected subscales of the 16 Personality Factor Questionnaire (16 PF) were administered to 282 teachers in the southwestern United States. Twenty-two percent of the teachers taught at the elementary level and 61 percent taught at the secondary level. Females accounted for about two-thirds of the subject pool. Male teachers scored significantly higher in the interventionist style on two of the three ABCC subscales and significantly higher on "dominance" on the 16 PF. Several correlations with ABCC subscales and selected 16 PF subscales proved significant, were both positive and negative in direction, and were consistent with the construct. Three tables are included. (Contains 21 references.) (LMI)