Reported is a study of possible relationships between selected teacher characteristics and teacher effectiveness in the teaching of junior high school science, Interaction of Matter and Energy (IME). Thirty-two teachers and IME students from eight schools participated in the study. Teacher data were collected by means of: (1) Rokeach Dogmatism Scale, Form E; (2) Study of Values; (3) Edward's Personality Inventory, Form 1A; (4) Education Scale VII; and (5) Science Support Scale. Student data were provided by: (1) an IME Achievement Test; (2) Test of Science Processes; (3) Critical Thinking Appraisal, Form YM; (4) Scientific Attitude Inventory; and (5) Science Interest Inventory (constructed by investigator). Pre- and posttests were administered. The selected variables from teacher instruments were used to predict student gain scores. The simple and multiple linear regression techniques were used (.05 level of significance) to test the hypotheses. The findings did not offer sufficient evidence for making decisions concerning teacher effectiveness on the basis of the teacher affective characteristics examined. Positive relationships were found among the gain scores of some areas of cognitive learning and in some areas of affective learning. None were found in cognitive or affective learning outcomes. (Author/EB)