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This narrative historical review uncovered a body of literature from 1960-1975 which focused on teacher perceptions as a component of teacher effectiveness. A preponderance of research and writings from this period addressed the relationship between the self-concept and the effective pre-service and in-service teacher. The writer suggests a return to this literature in efforts to create solutions to literacy and achievement gaps in 21 st century education. The theory of perceptual psychology has particular relevance for teacher education. According to proponents of perceptual psychology, the effective teacher isan important component in the teaching-learning process. The effective teacher is flexible, perceptive, open-minded and has perceptions of self and others which facilitate learning and the development of an adequate sense of self. A look back at this research is needed as educators move forward creating solutions to challenges in addressing the teaching and learning needs of the 21 st century learner.

The connection between teacher effectiveness, the self-concept and interpersonal relations is seldom reflected in research literature today. A search of selected databases reveals that there was a plethora of research and writings addressing this topic during the 60s and 70s. The purpose of this study is to report the results of an examination of forty-one publications predominantly from the 1970s which addressed techniques for enhancing the personal and interpersonal relations of preservice teachers. This study will examine this literature for answers to the following questions: What is the impact of teacher education programs on teacher attitudes toward self and others? What do teachers need in order to develop as fully functioning persons? What are the structured group experiences known to impact the self-concept and interpersonal relations?

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