It was intended  in this study to examine the relationships smong psychosocial and academically adoptive behavior of primary school teachers under the Bangkok Metropolitan Administration.  There were four main objectives: (1) to compare and contrast the amount of academically adoptive behavior of teachers when classified by their  biosocial characteristics and background, (2) to investigate the relationships between the social conditions in the schools andacademically adoptive behavior, (3) to investigate the relationships among the psychological characteristics and academically adoptive behavior, and (4) to compare the predictive powers of these psychological characteristics and social conditions in the schools on academically adoptive behavior of the teachers. 
                the sample used in this study consisted of 468 primary school teachers, randomly selected from ten inner districts and nine suburban districts of Bangkok Metropolis, with the total of 54 schools. The teachers were classified according to the following variables: sex (236 males and 232 females, 50.40 %  and 49.60 %) afe (246 younger than 40 years old, 52.57 %)  level of education (192 teachers with less than Bachelor degree and 276 teachers with Bachelor degree, 41.00 % and 59.00 %) school size (175 small schools, 145 medium schools and 148 large schools, 37.40 %, 31.00 % and 31.60 %), school location (217 inner 
districls and 251 in suburban, 46.37 % and 53.63 %) 
                  In this study there were five sets of variables: (1) teachers' academically adoptive behavior composed of 3 components, namely, awareness of the usefulness of new knowledge, seeking new knowledge and using new knowledge in teaching. These variables were measured by 15 items tests accompanied by six units rating scales (2) the five psychological characteristics were Belief in Internal Locus of control of Reinforcement, future, Orientation, Attitudes Towards the Teaching Profession, Achievement Motivation, and Mental Health. This variables were measured by 20 items tests with six units rating scales (3) teachers' biosocial characteristics including sex, age educational level,etc. These variables were assessed by the respondents selecting the answers and filling in the blanks. (4) social conditions in the schools consisted of 3 aspects namely, favorable school atmosphere, academic services and support, and modelling of innovative behavior of superiors and peers. These variables were measured by 20 items tests  with six units rating scales, and 
(5) schools characterictics including school size (small size, medium size and large size) 
and schools location (inner district and suburban district). These variables were assesed by respondents selecting the answers and filling in the blanks. 
                The statistics used in analyzing these data were the Analysis of Variance with 3 way  Factorial Design, Stepwised Multiple  Regression Analysis and Pearson' s Correlation Coefficients. 
                There were four major groups of findings in this study. The first was that the teachers who scored highly on the 3 components of academically adoptive behavior which were awareness of the usefulness of new knowledge, seeking new knowledge and using new knowkedge in teaching were mainly male teachers, yornger teachers, highly educated teachers, teachers in schools with highly favorable school atmosphere and relatively new teachers. 
                Secondly, it was found that the teachers who were high on awareness of the usefulness of  new knowledge, seeking new knowledgeand using new knowledge, wee teachers in schools with favorable school atmosphere, high academic services and support were reported, teacher with higher Belief in Internal Locus of Control of Reinforcement, hegher future orientation and higher achievement motivation. These findings were found in the total sample  and were even more evident in teachers in small schoos and teachers in suburban schools. 
               Thirdly, it was found that the three psychological characteristics (attitudes towards the teaching profession, future orientation and achievement motivation) showed higher perdictive power of academically adoptive behavior in teachers with good memtal health than in teachers with poor mental health. In addition it was found that the teachers with good mental health were working at schools with highly favorable social conditions  (highly favorable school atmosphere, high academically service and support and high modelling of innovative behavior of superiors and peers). Such findings were more evident in female teachers, teachers in small schools and in suburban suburban schools. Furthermore, it was found that the teachers who were working in schools with highly favorable group atmosphere showed better mental health than their counterparts.This relationship was found in most teachers under studide except teachers with low education and teachers who graduated for a longer period of time. 
                Finally, it was found that the main group of pedictors which consisted of both the 5 psychological characteristics and the 3 reported social conditions in the schools together showed higher predictive power of the innovative behavior than either the psychologica or the social sets of predictors alone. This result was highly evident in the teachers with longer period of teaching  employment. 
                   Since this study showed that the psychological characteristics and the perceived social conditions in the schools were highly related to the acadenically adoptive behavior of the teachers, therefore four recommendations were given, (1) more attention should be given the following types of teachers: female teachers, older teachers, less educated teachers, and longer working teachers (2) These longer working teachers who were found to show the lowest innovative behavior should receive an opportunity to develp their  Belief in Internal Locus of Control of Reinforcement at work and achievement motivation. They also should be assigned to schools with good working atmosphere, good serviced and support and also good modelling of innovative behavior. (3) In small chools (less than 400 students) the three social conditions should be heightend. (4) In medium and small schools, the teachers should be stimulated to develop their Belief in Internal Locus of control of Reinforcement (state characteristic) and future orientation by receiving some psychological trainings as wellas heightening the favorable  academic atmosphere, service and support in such schools.