A STUDY WAS MADE IN 18 ELEMENTARY AND SECONDARY DELAWARE SCHOOLS TO INVESTIGATE THE SEPARATE AND INTERACTIVE EFFECTS OF ROLES, ORGANIZATIONS, AND PERSONALITIES ON THE ALIENATION OF TEACHERS. PERSONALITY WAS DESIGNATED AS ABSTRACT AND CONCRETE. ROLES WERE DESIGNATED AS AUTHORITARIAN-RITUALISTIC, INSTRUMENTAL, RITUALISTIC-GRATIFICATORY, AND GUIDANCE. ORGANIZATIONS WERE CLASSIFIED AS THREE R'S, OCCUPATIONAL, GROUP LOCOMOTION, AND INDIVIDUAL-DEVELOPMENT. ALL DATA WERE COLLECTED THROUGH QUESTIONNAIRES ADMINISTERED TO ADMINISTRATORS, STAFF, AND STUDENTS. IT WAS DISCOVERED THAT NO SPECIFIC TYPE OF PERSONALITY, ROLE, OR ORGANIZATION WAS CONSISTENTLY ASSOCIATED WITH ALIENATION. AN INSTRUMENTAL ROLE IS LIKELY TO INCREASE ALIENATION, AND AN INDIVIDUAL-DEVELOPMENT SCHOOL IS LIKELY TO DECREASE ALIENATION IN INTERACTION WITH OTHER FACETS. CERTAIN INTERACTION PATTERNS EMERGE AS MOST PREDICTIVE OF ALIENATION EFFECTS. AT TIMES, ONE TYPE OF ROLE CAN HAVE LITTLE ASSOCIATION WITH ALIENATION, BUT GIVEN AN INTERACTION WITH A CERTAIN TYPE OF SCHOOL, AN EFFECT BEGINS TO APPEAR. THE MAJOR FINDING OF THE STUDY IS THAT ROLES, PERSONALITIES, AND ORGANIZATIONS WHICH LEAN TOWARD A STUDENT FOCUS ARE LESS ALIENATION-RELATED THAN SCHOOLS WHICH CONTAIN PERSONALITY, ROLE, AND ORGANIZATION DEMANDS FOR EMPHASIS ON CONTENT. (HW)