The primary purpose of this study is to validate a self-talk scale for teachers and to investigate a self-talk of teachers. To examine the application of self-talk of teachers survey, 795 teachers of elementary school, middle school and high school(male: 281, female: 514) in north Gyeonggi province were sampled. The collected data were analyzed by using both t and F test According to the basis of above, with respect to the reliability data, it is apparent that teacher survey is adequately reliable, but validity was different from original teacher survey. The conclusions were drawn from data analysis are as followes: First. the instrument of measurement was revised and developed. This scale had five factors including authority-related, job-related, morale-related, interpersonal-related and classroom management, shich consisted of thirty one items. Thirty one items out of forty items on self-talk were selected. Second, degrees of self-talk were not significantly different among elementry, middle and high school teachers. With respect to the concurrent validity and reliability, sample size should be extended more than the sample presented in this study. In addition, further study is conducted to improve the positive self-talk of teachers and to inhibit negative emotional reactions such as stress, anxiety, and frustration in school.