Human resource management [HRM] is mere utopia until and unless human-resources are 'developed' by processing existing population through 'appropriate' education and training. The task stands with the system of education. To run the system effectively, it is essential to have a standard reservoir of teachers. Within education- spectrum, responsibility to develop well- equipped teachers is assigned to 'Teacher- Education-System'. As such, it is the most important factor; often influence the process of HRM, especially in the so-called developing nations like India. In Indian social context, technical and engineering education forms a sub-domain within the formal system of education, which basically thrives to develop specified sets of skill, in addition to knowledge. Apart, this segment of education possesses direct link with the economy of the nation. This makes the system distinct. Irrespective of subject-disciplines and trade-boundaries, pedagogy of engineering- education demands specialty in most of the cases, which further require an inclination towards teamwork. Teachers' style of teaching [rather style of assisting in learning process] accords influence of sequels of factors and variables some of which are clubbed under 'psychopedagogical-attributes'. These include professional-stress, job-satisfaction, self- esteem, collectivism and professional-interest. Present study attempts to explore the level and interrelationship of these psychopedagogical attributes as apparent among the engineering college- teachers from selected states of India. Attempt was also made to explore the impact of gender, habitation, income, age, experience- span and academic qualification of the engineering- teachers over these psychopedagogical- attributes. Sample for the study includes 210 engineering college teachers from either gender- group, drawn following a stratified-random-sampling-technique. Data for the study was pulled through five sets of standardized scales, dedicated for the target group and were treated through appropriate techniques, starting from simple percentage to t-test. The study explores psychopedagogic status of engineering college teachers with reference to the specified attributes, their interrelationship and impact of spelt factors over those attributes.