TECHNIQUES FOR BUILDING AN ADEQUATE PROFILE TO DESCRIBE TEACHER REQUIREMENTS AND PSYCHOLOGICAL CHARACTERISTICS NEEDED FOR SATISFACTORY HOMEMAKING INSTRUCTION WERE STUDIED. WHEN THE PARTICULAR REQUIREMENTS OF A TEACHING POSITION WERE CONSIDERED IN CONJUNCTION WITH SUFFICIENT KNOWLEDGE OF THE CHARACTERISTICS OF A TEACHER CANDIDATE, EXPECTATIONS WERE THAT THE QUALITY OF HOME ECONOMICS INSTRUCTION WOULD IMPROVE AND THAT LOSSES TO THE PROFESSION COULD BE DECREASED. THE ATTAINED LEVEL, THE VARIABILITY, AND THE INTERRELATIONS AMONG SEVEN ATTITUDINAL MEASURES OF SAMPLE OF HOMEMAKING TEACHERS IN A 26-STATE AREA WERE INVESTIGATED. ATTITUDES SELECTED FOR STUDY WERE TOWARD THE PROFESSION, THE COMMUNITY, COWORKERS AND THE SCHOOL COMMUNITY, SUBJECT MATTER, FAMILIAR INTERPERSONAL RELATIONS, AND TWO MEASURES TOWARD PUPILS. "CRITERIA FOR CLASSROOM EFFECTIVENESS" IN HOME ECONOMICS EDUCATION WERE DEVELOPED, AND CRITERION SUBJECT GROUPS WERE SELECTED TO RESPOND TO STUDY INVENTORIES. A CLASSROOM-TEACHER OBSERVATION PHASE WAS ALSO CONDUCTED. NORMS FOR THE TEACHER ATTITUDE SCORES WERE DEVELOPED AND DIFFERENCES NOTED FOR EACH OF FIVE SCHOOL-SIZE STRATA CONSIDERED AND FOR THE COMBINED GROUP. MORE WIDESPREAD RESEARCH WAS RECOMMENDED IN THE PROJECT CONCLUSIONS IN TERMS OF OBSERVATIONS, ATTITUDE INVENTORIES, AND SIZE SAMPLE. OBSERVATIONS BY NONHOME ECONOMICS PERSONNEL WILL ALSO BE USEFUL IN FUTURE STUDIES. (JH)