This study examines the importance and use of affective teacher characteristics perceived by parents and teachers. A 22-item questionnaire, based on a 110-item survey, asked parents and teachers to rate the importance of affective teacher characteristics. The question of whether parents and teachers feel affective teacher behaviors are an important part of the classroom environment was explored. Teachers were also asked to evaluate other teachers' performance. Questions related to teacher behavior and attitudes toward such topics as the treatment of the individual child, racial and ethnic prejudice, the relationship of the pupil to school and society, and how moral values can be strengthened. The first section of this study investigates parents' evaluation of the importance of these and other topics and their judgment of the degree to which teachers demonstrate these competencies in their classroom. The second part concerns teachers' evaluation of an identical list of competencies in handling these concepts and the degree of concordance between their evaluation and that of the parents. (JD)