The relationship between teachers' personality factors and their willingness to comply with administrative directives is examined in this report. A random sample of 200 elementary school teachers in Mississippi received mailed questionnaires, of which 158, or 79 percent, responded. Survey instruments included the Wilkes and Blackbourn Zones of Indifference Instrument, which uses the concept of "zones of indifference" to describe the extent to which an individual will accept administrative directives, and Cattell's 16 Personality Factor Questionnaire. The Pearson product-moment correlation and stepwise multiple regression were used to analyze the data. Findings indicate that teachers most likely to comply with administrator-determined policy directives were characterized by trust, tender-mindedness, and shrewdness. Overall, teachers who were sober, conscientious, trusting, and tender-minded were more likely to comply with both teacher- and administrator-determined policy. An implication is that principals should consider teacher personality differences when formulating policy directives. Six tables are included. (8 references) (LMI)