The perceived self-concept of 144 preservice and inservice teachers was studied in order to ascertain the level of professional group identity present in educational personnel. Eight characteristics of a "profession" were isolated, and a survey was administered to determine the item ranking order established by experience and by inexperienced teachers. Teacher attitudes towards the level of professionalism attached to the field of education were correlated with the variables of (1) level of university study, (2) amount of teaching experience, (3) size of home school district or institution, and (4) gender. Analysis of the data reveals that teachers do perceive themselves as a professional group, although with varying agreement on the priorities of professioanl group characteristics. (LH)