As a result of behavioral science research cited in the introduction, the author concludes that: (1) two basic factors, labeled teacher-centered and student-centered, account for much of the variance in student perceptions of teachers; or (2) a single evaluative dimension may be an almost overwhelming factor in influencing responses to rating scales. This study attempts to determine the number and nature of factors which account for students' perceptions of teacher effectiveness. The Teacher Image Questionnaire, used by Western Michigan University's Educator Feedback Center, was sent to 1,427 teachers representing all academic fields in grades 7-12 from a five-state midwestern area. This procedure yielded 42,810 student responses which were factor analyzed. A single factor, labeled teacher charisma, was found to account for 61.5% of the variance in test items. Five other factors accounted for the balance. It was concluded that teacher charisma is probably a function of teacher effectiveness, but that student ratings would best be used as only one part of a total evaluation package which measured additional variables. The limitations, strengths, and meaning of student reactions to teachers are discussed. A brief description of the work of the Educator Feedback Center is included. (TL)