Considerable research has been done relating measures of teacher personality or attitudes to classroom behaviors, pupil achievement, and pupil attitudes. The major purpose of these studies has been to identify patterns of classroom behaviors, attitudes, concerns, and conceptual processes which characterize teachers. Fifty-one junior high teachers participated in a study of classroom organization by completing a questionnaire on teacher beliefs. Eight dimensions of teacher attitudes concerning educational goals included: subject-matter emphasis; personal adjustment ideology; student autonomy vs. teacher direction; emotional disengagement; consideration of student viewpoint; classroom order; student challenge; and integrative learning. Teachers also answered questions concerning class organization, instructional emphases, behavior management, and teacher concerns. Biographical data was also collected. The effects of teacher control, social-emotional concerns, integrative learning, and role separation on classroom techniques were examined. Results indicate that teacher beliefs predict classroom processes and results, but not in a simple fashion. A composite of several beliefs (high role separation, high integrative learning, and low social-emotional concerns) seems to be related to certain processes and results (high academic on-task behavior, high achievement, and low student ratings of teachers). A profile of teacher beliefs could be useful in predicting teacher behavior and management effectiveness. (CJ)