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ummary
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Teachers' ratings of emotional stability, perseverance, sociability and impulsiveness were compared with ability and achievement scores, as well as with scores on the Junior Eysenck Personality Inventory. Analysis of variance and factor analyses were performed on some 4,000 male and female primary school leavers. The results show complex interrelations between ability and achievement variables, inventory variables, and parental status and other family variables. Teachers' ratings on extraverted behaviour patterns correlated well with inventory responses on the children; teachers' ratings of emotional stability did not correlate well with children's self‐ratings, possibly because of concentration of teachers on matters of school discipline and moral behaviour. Grammar school entrance was determined both by ability/achievement and by social status. For both boys and girls the pattern of inter‐relations was very similar.