The self-concept has been considered as a very important dimension on teacher's personality, practice and development (MARKUS; WURF, 1987;SIMÕES, 2001). The present research concerns a sample of 281 teachers of Natural Science of the Third Cycle of Basic Education from Portugal that responded to the I.C.A.C. - Self-Concept Clinical Inventory (VAZ-SERRA, 1986). In the analysis of the questionnaires different multivariate data analysis methods have been used. This paper describes some results issued from correspondence analysis and hierarchical clustering models based on the affinity coefficient. The results obtained: 1) confirm the importance of two general main factors / types which are present in self-concept: social acceptance and self-efficiency; 2) characterise these main factors when teachers'clinical self-concept is concerned and 3) show how determinant these factors are for the building of self-concept that allow us to differentiate teachers.
self-concept; teachers; self-efficiency; social acceptance
