Initial steps have been taken at the national and state levels to eventually implement more rigorous procedures for screening and selecting teacher candidates. In most instances, however, the early stages of this process have focused primarily upon academic criteria for selection. Several research projects in recent years have attempted to identify and study "effective" teachers, and these efforts have suggested that many of the significant variables that seem to be associated with effective teaching are non-academic in nature. Instead, they indicate that personality factors, affective variables and value system factors, among others, are important in understanding the characteristics of effective teaching. The review of literature undertaken in this study was intended to compile the findings of the numerous investigations into non-academic factors associated with effective teaching and to analyze those findings to discover common patterns and trends. Conclusions were drawn and offered for consideration in the development of national and state certification procedures. Suggestions were also made for how this information can be integrated into procedures for identifying and selecting teacher education candidates for admission to teacher training programs. Sixty-eight references are appended. (Author/JD)