The objectives of the study were:  (1) To select the appropriate technique of attitude scale construction. (2) To develop a tool for assessing the attitude of student teachers towards teaching profession. (3) To develop the appropriate tools for measuring the learning products of the student teachers after completion of various training activities during B.Ed. course. (4) To classify the student teachers in two extreme belonging to high and low attitude groups. (5) To evaluate the attitude scale as a selection tool for selecting student teachers for B.Ed. course. (6) To assess the attitudinal change in the student teachers of the selected colleges towards teaching profession by measuring at beginning and at the end of B.Ed. training program. (7) To study the institutional differences in attitude development of student teachers.

Sample comprised of 180 student teachers of College of Education, Jalgaon. 

Investigator selected the Likert Technique for constructing the scale.In final draft, 30 statements were taken.

The split-half reliability coefficient of the scale was 0.93. Test-retest reliability coefficient was found to be 0.63. The concurrent validity was 0.504. t-test was used for data analysis.

The findings of the study were: (1) The significant difference was found in the attitude scores of the student teachers of College of Education, Jalgaon. (2) The significance difference was not found between the means scores of attitude towards teaching profession of male and female groups. (3) The significant difference was found in the performance indicators pertaining to workshop activity of B.Ed. course of the student teachers belonging to high and low attitude groups. (4) The significant difference was found in the performance indicators pertaining to micro-teaching activity of the students teachers belonging to high and low attitude groups. (5) The significant difference was found in the performance indicators pertaining to experiments in psychology of the B.Ed. course of the student teachers belonging to high and low attitude groups. (6) The significant difference was found in the performance pertaining to practice teaching, that is, school lesson activity of the B.Ed. course of the student teachers belonging to high and low attitude groups. (7) The significant difference was found in the indicators pertaining to social work of B.Ed. course of the student teachers belonging to high and low attitude groups. (8) The areas of socially useful productive work are the areas of the work situation in the field of production (i.e. candle making, chalk-making, ink-making etc.). The significant difference was not found. (9) The significant difference was found in the performance indicators pertaining to formation of study habits through activities related to theory part of the student teachers belonging to high and low attitude groups. (10) The significant difference was found in the preferential indicators pertaining to selection of the best student teacher by using socio metric technique for the students of B.Ed. course. (11) There is more percentage of participation of the high attitude group students in the activity of co-curricular and extra-curricular activities of the B.Ed. course than the students of low attitude group. (12) The significant institutional differences were not found in the increment of attitude scores due to study of B.Ed. course.