The pedagogical studies that are relevant to a theory of teacher leader behavior are surveyed. Numerous investigations of the similarities between leader and teacher behaviors tend to confirm the hypothesis that teaching is a type of leadership. One of the problems of developing a theory of teacher leader behavior is the difficulty of identifying pupil growth or achievement. Research on the university teacher in the classroom, supplemented by some studies of the high school teacher, is considered. Factor analytic studies have consistently revealed two general independent dimensions that account for a wide range of teacher behavior: personal relations with the student and emphasis on the content of the course. These correspond to the dimensions of consideration and structure in leadership studies. Beginning in 1967, there was a specific attempt to find interrelationships between student characteristics and various teacher behaviors and styles. Investigators have also researched various environmental and task factors related to teaching. Suggestions for future research in the field are offered. (SW)