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Abstract
A battery of tests, which included the Dogmatism (D), Authoritarianism (F) and Gough-Sanford Rigidity (G) scales and the Bernreuter Personality Inventory, was administered to two groups of Irish female trainee teachers (n 1 = 160; n 2 = 175). While both groups had high D, F and G scores, Group 1 were significantly more dogmatic (p <0.001) and more rigid (p <0.005) than the somewhat younger Group 2. Intercorrelations between the variables were derived separately for each group. The implications of these findings for the implementation of new teaching approaches in Irish primary schools are briefly discussed.