Two related objectives in this report are: (1) to discover psychometrically a structure underlying secondary school social studies teachers' responses to those items in an instrument which pertained to what the "new" social studies ought to be emphasizing, and (2) to contribute to the development of scales measuring the domain of such ought-to-be ideas. To conceptualize the domain of ought-to-be ideas, a social studies professional belief system is agreed upon as the major determinant of role behavior in social studies education. The responses of 82 social studies teachers to a questionnaire measuring what ought to be emphasized in social studies education provide the research data. From these data six tentative dimensions of a social studies professional belief system are named--curriculum focus, instructional focus, sociocultural focus, historical study, resource allocation, and program derivation. Also included are the manner in which scores in these six dimensions predict teacher personality and classroom teaching behaviors. The two areas of implications from this research are subsequent basic research and anticipated policy decision making and program practices in social studies education. (Author/DE)