The Beginning Teacher Evaluation Study, Phase II, was a research project on effective teaching behavior--what teachers do that significantly affects what and how pupils learn. The purposes of Phase II were to (1) develop an assessment system for measuring teacher and student behaviors and other factors which could influence each of them and their interrelationships and (2) generate hypotheses about the interrelationships among teacher and pupil behaviors and related factors. Subjects were 41 second grade and 54 fifth grade experienced teachers in eight school districts in California. A battery of tests measuring verbal, reasoning, memory, and divergent production aptitudes, knowledge of teaching, knowledge of the skills required in reading and mathematics, attitudes toward teaching, expectations of and satisfaction with teaching as a career, and the cognitive style of field dependence-independence were administered to the teachers. Teaching behaviors were obtained from work diaries and two different classroom observation systems. Correlational and path analyses are presented showing the relationship between these variables and specific teacher behaviors during reading and mathematics instruction. (RC)