Various combinations of personality type components have been suggested as possible attributes of teaching style. However, there is little evidence available as to how these teaching styles relate to teaching effectiveness. This report compares various combinations of personality type with observable teaching effectiveness behaviors. One purpose of this study was to draw together two distinct lines of inquiry, classroom observations and teacher personality type, in an attempt to expand knowledge of how to improve teaching effectiveness by understanding the relationship between teacher behaviors and teacher personality type. A second purpose was to compare the various combinations of personality type with teaching effectiveness competencies to see which combination may have the most predictive power for teaching effectiveness. Results indicate that the temperament styles of Kiersey or Jung have a positive relationship to a number of important teaching effectiveness competencies and that certain styles have greater ease or difficulty in achieving high effectivess scores. Subjects (N=43) in the study were high school vocational education teachers. Four tables display the data. (IAH)