Preschool teachers' training, experience, and personality were examined for possible effects on sex-role contingencies. A state-wide sample of 20 males and 20 females, all full-time preschool teachers, was matched pair-wise for age, preschool location, and education. Sex-role contingencies were obtained from classroom observations, and the Adjective Check List was administered to each participant to assess personality. The results indicated that training, experience, and personality are not significantly related to preschool teachers' sex-role contingencies. It is concluded that previous studies reporting such effects reflect sample rather than population characteristics of preschool teachers.
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