A 25-item survey focusing on teacher effectiveness was completed by a volunteer sample of 86 special education teachers. Respondents ranked survey items which had been developed from a review of the research literature identifying characteristics of teacher effectiveness. Five survey items were presented in each of the following categories: (1) teacher characteristics (e.g., demonstrates enthusiasm, demonstrates flexibility); (2) organizational practices (e.g., competent in subject taught, instruction clear and focused); (3) instructional practices (e.g., uses a variety of methods and materials, provides practice and reinforcement activities); (4) evaluative practices (e.g., provides immediate feedback, individualizes instruction); and (5) behavior management practices (e.g., establishes explicit standards for students' behavior, models desired behavior). Responses of three subgroups of teachers were compared: K-6 teachers of learning disabled, behavior disordered, and educable mentally handicapped students; 7-12 teachers of learning disabled, behavior disordered, and educable mentally handicapped students; and K-12 teachers of other disabled students exclusive of those named above. Significant differences were found at the .05 level for 2 of the 25 items. The study concluded that the three subgroups were more alike than different in their perceptions of the importance of a given set of characteristics relative to teacher effectiveness. Appendices include references in support of the selection of each survey item. (JW)