The objectives of the study were: (1) To study the personality characteristics of scheduled caste and non-scheduled caste primary teachers. (2) To study the adjustment of scheduled caste and non-scheduled caste teachers. (3) To study the teaching attitude of scheduled caste and non-scheduled caste teachers. (4) To study the relationship between personality characteristics and adjustment of scheduled caste and non-scheduled caste teachers. (5) To study relationship between the personality characteristic and teaching attitude of scheduled caste and non-scheduled caste teachers. 

The hypotheses of the study were: (1) There is no significant difference between the mean scores of scheduled caste and non-scheduled caste male primary teacher with regard to different personality factors separately. (2) There is no significant difference between the mean scores of scheduled caste and non-scheduled caste female primary teachers with regard to different personality factors separately. (3) There is no significant difference between mean scores of scheduled caste and non-scheduled caste male and female primary teachers with regard to adjustment with academic and general environment of institution. (4) There is no significant difference between mean scores of scheduled caste and non-scheduled caste male and female primary teachers separately with regard to different factors of adjustment separately. (5) There is no significant difference between mean scores of scheduled caste and non-scheduled caste male and female teachers separately with regard to total adjustment. (6) There is no significant difference between mean scores of scheduled caste and non-scheduled caste male and female teachers separately with regard to different factor of teaching attitude separately. (7) There is no significant difference between mean scores of scheduled caste and non-scheduled caste male and female primary teachers separately with regard to total attitude. (8) There is no significant correlation between personality factors with adjustment of scheduled caste and non-scheduled caste primary teachers separately. (9) There is no significant relationship between personality factors with attitudes of scheduled caste and non-scheduled caste primary teacher separately. 

The sample comprised 600 teachers from 30 schools of Agra region selected by multistage sampling method.  

Cattel’s 16 PF, Teacher Attitude Inventory by S.P. Ahluwalia, and Teacher Adjustment Inventory by Mangal were used for data collection.

The data were analyzed by mean, SD, t-test and correlation. 

The findings of the study were: (1) The non-scheduled caste male primary teachers were having significantly higher mean scores on personality factors A, E, and G  in comparison to scheduled caste male teachers and for the rest of the personality factors, there was no significant difference between both the groups. (2) Pertaining to personality factor L, the non-scheduled caste female primary teachers were found to possess significantly higher mean score as compared to scheduled caste female teachers. For rest of personality factors, there was no significant difference between both the groups. (3) With regard to the areas of adjustment, the non-scheduled caste male teachers were found to have significantly higher professional relationship adjustment in comparison to scheduled caste male teachers but the rest of adjustment areas and job satisfaction, the differences were not significant. (4) In case of female teachers, the difference was not significant for different areas of adjustment in group. (5) The attitude of male and female primary teachers separately belonging to the scheduled caste and non-scheduled caste did not differ significantly. (6) In case of scheduled caste primary teachers, there was a significant higher positive correlation between adjustment and personality factors B, F, G, H, M, O, Q and Q4 while with other personality factors, the correlation was not significant. (7) In case of non-scheduled caste primary teachers, there was a significant higher positive correlation between total adjustment and personality factors B, F, G, H, O and Q4. (8) In case of scheduled caste primary teachers, there was a significant positive correlation between personality factor A and various areas of attitude except teaching profession and child centered practice attitudes where the correlation was not significant. (9) In case of scheduled caste primary teachers, there was a significant higher positive correlation between different areas of attitudes and personality factors B, G, H, O and Q4. (10) In case of scheduled caste primary teachers, there was a significant higher positive correlation between personality factor C and teaching profession, educational process, pupil’s and teacher’s attitude. However there was no significant correlation of personality factor C with other factors of teaching attitude. (11) In case of scheduled caste primary teachers, there was a significant higher positive correlation between personality factor E and child centered practices attitude but with rest of areas of attitude, the correlation was not significant. (12) In case of scheduled caste primary teachers, there was no significant correlation between personality factors F, I, L, and Q2 and all areas of attitudes. (13) In case of scheduled caste primary teachers, there was a significant higher positive correlation between personality factor M and classroom teaching and teacher’s attitude and the correlation was not significant with rest of areas of attitude. (14) In case of scheduled caste teachers, there was a significant higher positive correlation between personality factor M and pupil attitude. (15) In case of scheduled caste primary teachers, there was a significant higher positive correlation between personality factor Q1 and teaching profession attitude but with rest of areas of attitude it was not significant. (16) In case of scheduled caste primary teachers, there was no significant correlation between personality factor Q3 and teaching profession attitude but with the rest of areas of attitude, the correlation was high and significant. (17) In case of scheduled caste primary teachers, there was a significant higher positive correlation between personality factors A and N and child centered practices attitude while with the rest of areas of attitude, it was not significant. (18) In case of non-scheduled caste primary teachers, there was no significant correlation between personality factors B, G and H and pupil attitude while with the rest of areas of attitude there was a high positive significant correlation. (19) In case of non-scheduled caste primary teachers, there was no significant correlation between personality factors C, L. M and O and all areas of attitude. (20) In case of non-scheduled caste primary teachers, there was a significant higher positive correlation between personality factors O and Q3 and all the areas of attitude. (21) In case of non-scheduled caste primary teachers, there was no significant correlation between personality factor Q2 and teaching profession and educational process attitude, but with the rest areas of attitude there was a high positive significant correlation. (22) In case of non-scheduled caste primary teachers, there was no significant correlation between personality factor Q4 and pupils’ relation, but with the rest areas of attitude there was a high positive significant correlation.