This study was conducted to examine the employment of gay teachers. Two aspects of personality that are important characteristics for teacher effectiveness, acceptance of self and acceptance of others, are compared; and differences in identity formation and identity management in relation to these characteristics are explored. Two questionnaires (one demographic and the other "Berger's Acceptance of Self and Others") were administered to gay subjects (N=75) and heterosexual subjects (N=66). Results indicate: (1) demographic differences exist between gay and heterosexual subsamples; (2) gay respondents were younger, attained higher academic degrees, were more likely to teach humanities, arts, and athletics, and to be employed in public rather than in private or religious schools; and (3) there were no differences between gay and heterosexual respondents on the personality characteristics of acceptance of self and acceptance of others. The data suggest that prejudice against gays and lesbians is unwarranted if a critical teacher characteristic is acceptance of self and others. These findings may serve to encourage admission of gay teachers to educational training and may encourage teachers to be more open about their affectional orientation. (LL)