The point this research has been to determine whether some general characteristics of a teacher ( sex, years of working term, finished studies as to number of study groups, the teacher's general results of vocational exam) and pedagogic characteristics of the teacher (vocational profile, methodic profile preparing of t he teacher, permanent education, innovation interest, innovation application in teaching process, organizing of active knowledge achievement, method of evoluation, public relations, empathy of teacher, encouraging pupil's th achievement) affect education efficacy in teaching mathematics ( 6 form and the Croatian language ( 8th form) in elementary school. A research pattern has been fulfilled by 216 pupils of the elementary school in the municipality of Bjelovar. The research was carried out in the school year 1988/89. On the basis of the data detained with empirical approach it is possible to stress several basic deducations: 1. The education efficacy depends upon some general characteristics of a teacher of mathematics and Croatian Language. Statistically important results were achieved by pupils of teacher whose working term is between lo and 3o years, pupils of teacher who had finished bi - subject studies and who passed a vocational exam with exellent grade. 2. Efficacy of education in teaching mathematics depends upon the following teacher' s characteristics: vocational profile ( F - ratio lo, 72,P <. o,l ) , methodical profile ( F - ratio 5,38 ,P< o,o1) , preparing teacher for work ( F - omjer 2,31, P<o,o5) and permanent education of teacher ( F- ratio 29,23 P<o,ol ) • In teaching the Croatian language methodic profile affected education efficacy ( t - ratio 2,24, P<o,o5 ) and characteristic of the teacher to apply innovations in the teaching process ( t - ratio 2,42, P<o,o5 ). 3. Some pedagogic characteristics of the teacher affect efficacy of education in teaching methematics and the Croatian language. In the characteristic of organizing active obtaining knowledge structural element are essentialy indicating important contents and relationship among the parts of teaching material, learning with comprehension , providing thinking in the process of work and connecting nex knowledge with the previously adopted. In the characteristic of the teacher to check and grade knowledge of the pupil the following behavior essentially influenced the results: a public evaluation of knowledge, a regular check - up, a time for adoption of a teaching material. In the characteristic of the teacher to achieve a successful public relation the following elements are important: a pleasant nature, equal personal treatment of the teacher towards pupils, keeping up the working discipline without force, confidence in pupils, encouraging and taking care of friendly relations among pupils, respecting pupil's personality. In the characteristic of empathy the following elements are important: respecting and understanding the pupil, getting to know the inner world of the pupil. In the characteristic of the teacher to encourage the pupils' artistic work every day encouragement, keeping up the pupils' activities, abilities and patience are important. 4. Statistically are important the differences between the pupils 6th and 8th forms in the assessment of the following pedagogic characteristics: organizing the active obtaining of knowledge ( x 2 = 43, 7, P< o,ol ) , checking up and evaluation ( x 2 = 85,45, P<o,ol ), achieving public relations ( x 2 ~ 163,97, P'(o,ol ) , empathy ( x 2 = 173,82, P'(o,ol ) and encouraging the artistic work ( x 2 = 2ol,86, P<o,ol ). 5. Statistically important correlative relations between pedagogic characteristics of the teacher from both teaching subjects were determined. So, the results of the pupils is not one - sidedly defined.