The objectives of the study were: (1) To find out the personality characteristics of male and female students under going teacher’s training. (2) To find out the nature of relationship of teaching effectiveness with the personality factors in consideration. (3) To find out the nature of relationship of achievement with the 16 PF. (4) To find out those personality factors which positively effect teaching effectiveness as well as achievement. (5) To make a comparison of personality factors between male and female effective and ineffective student teachers. 

The hypotheses of the study were: (1) There are few outstanding personality characteristics of male and female students undergoing teacher’s training. (2) Some specific personality characteristics of 16 PF are related to teaching effectiveness. (3) Achievement is related to some personality factors out of sixteen factors. (4) Some personality factors are positively related to both teaching effectiveness and achievement. (5) There are significant differences in personality factors between male and female effective and ineffective student teachers. 

The sample comprised randomly selected 600 students of four colleges of Aligarh and Mathura.

Cattell 16 PF Hindi version by Kapoor, Deva’s Student Teacher Rating Scale and Examination marks were used for data collection.

The descriptive survey method was used by researcher. 

The data was analyzed by mean, SD, CR, correlation, ANOVA. 

The findings of the study were: (1) In the male teacher trainees of arts, the factors I, M and Q3 were related positively with teaching effectiveness, achievement in theory and practice. (2) In total teacher trainees of arts, the factor I was related positively with teaching effectiveness and achievement. (3) In male teacher trainees of science, the factors B and C and female teacher trainees of science the factors B, C, G and M were related positively with teaching achievement in theory in case of male and achievement in theory and practice in female. (4) In case of total male trainees, the factors C, I, M and Q3 and in total female trainees C, G and H were related positively with teaching effectiveness and achievement in theory and practice. (5) In case of all the groups teaching effectiveness had positive relationship with achievement in theory and practice. (6) In arts group, correlation between teaching effectiveness and achievement was high in male teacher trainees. (7) In achievement in theory, female of arts were very poor in comparison to males of science groups. (8) Total male teacher trainees were more effective in comparison to female of art group. (9) In case of science group, female teacher trainees were more effective than male trainees of science but difference was slight. (10) More or less the effective teacher trainees of all the groups had a few common personality characteristics, that is, they were good natured, easy going, cooperative, soft hearted, adaptable, fast learner, intelligent, cooperative, adaptable, emotionally natured, stable, assertive, self-assured, independent minded, cheerful, active, responsible, playful, sociable, bold, spontaneous, tender minded, artistic, free of jealously, tendencies, creative, polished, experienced, placid, interested in intellectual matters, having strong coped on their emotions, released and realistic about their life. (11) More or less the ineffective teacher trainees of all the groups had a few common personality characteristics such as stiff, cool, aloof, slow learner, dull, frustrated, dependency, introspective, unsteadily in purpose, usually have inferiority feelings, mistrusting, doubtful, unsophisticated, sentimental, simple, depressed, brooding, foreboding, more conservative in religion and politics, depends on social approval and admiration, maladjusted, tense, excitable and impatient.