The quality of education is determined by the quality of teachers. To enhance the quality of a teacher, one must know who he/she is, and have understanding of oneself, which refers to self-concept. Self-concept refers to the perception of one's characteristics, abilities and concept of self. Based on this understanding of the importance of self-concept for teachers, a study was conducted to assess the self concept of college teachers in Bangalore city. The responses of 159 college teachers were examined using the self-concept scale for teachers developed by Pillai (1989). The analysis was carried out for teachers across different types of school management (government, aided and unaided). The results indicate that unaided college teachers have higher self-concept scores (4.23) as compared to government (3.64) and aided college teachers (3.56). ANOVA analysis indicates that college teachers working in government, aided and unaided colleges differ significantly with respect to self-concept scores and on all dimensions of self-concept, namely, social self-concept, teaching effectiveness, academic problem solving and general self esteem.
