The need to assess personality factors, beyond cognitive abilities, in teacher selection, is well recognized, yet there are few proven techniques for obtaining such evaluations. The current trend in business and other helping professions is to use group-assessment techniques in assessing qualities of personality most relevant to human interaction. This study examined the validity of a structured group assessment process for predicting success in a teacher-training program. The findings indicate that this procedure has predictive validity and may, therefore, enhance the procedure of selecting teacher-candidates.
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