Exploring the beliefs and ideas that preservice and inservice teachers hold about themselves as teachers, the children they teach, and the setting in which they teach, contributes to a better understanding of how they frame teacher effectiveness and teacher efficacy. Participants in this study included preservice teachers enrolled in teacher preparation programs at the University of Wisconsin-Whitewater and inservice teachers employed in three school districts in Wisconsin. The students in the study represented three different stages of teacher preparation field experience. The survey required participants to distribute 100 points among 10 factors that can be associated with the overall effectiveness of a teacher. The study reveals some very strong patterns. All respondents consistently indicated by their distribution of points that teacher factors (intelligence, personality, background, and preparation program) contribute more to the overall effectiveness of teachers, and disproportionately so, than pupil factors (intelligence, personality, and background) or other person factors (other teachers, principal, other school professionals). The study also suggests that the respondents view other persons working in a school, including teachers, the principals, and other professionals such as guidance counselors, as having relatively little part in the overall effectiveness of a teacher. The survey instrument and data tables are included in the appendix. (Contains 25 references.) (ND)