This study investigates sociopsychological variables in an educational context. The question of interest concerns the relationship between the conceptual complexity of teachers and the type of teacher-student interaction in the classrooms. Specifically, this study asks if a teacher's belief system is related to a pattern of asymmetrically or reciprocally contingent interaction between teacher and students in the classroom. To assess the extent of reciprocally versus asymmetrically contingent interactions in classrooms, the Hit-Steer observational system was devised, which is designed to reveal the patterns of teacher and pupil interaction, especially the extent to which the behavior the patterns of teacher and pupil interaction, especially the extent to which the behavior of each is contingent on the behavior of the other, by assessing the number of times a teacher or pupil attempts to influence ("hits") the other and whether the other modifies his behavior as a result of the "hit" (whether the other "is steered" or not). Thirty-three seventh-grade classrooms were selected for intensive observation. Results indicate that teachers who function in a relatively concrete and rigid way tend to be more directive and controlling than others, and they tend to dominate classroom interaction. (Author/HMV)