The paper describes how certain questionnaire items concerning teacher-claimed behavior might define a teacher's effort to maintain order in the classroom. Subjects consisted of 255 secondary school teachers teaching in examination classes (Forms 3 and 5) at 15 schools in the District of Kuala Terengganu (Malaysia). The teachers responded to a questionnaire designed to assess Malaysian teachers and their teaching behavior. Each of the three questions administered contained five to nine items. The 21 items are designed to determine the means by which teachers maintain order in the classroom in relation to controlling students and focusing students' attention on learning and instruction. A Rasch computer program for ordered categories (MSTEPS) was used to obtain person measurements and item calibration and perform person and item fit analysis. Factor analysis was used to determine if an item described more than one dimension of teacher-claimed behavior. Results indicate that 18 items fit the proposed model. The typology included teachers who believe that a minimum level of order is sufficient and are low-effort teachers, teachers who believe that a higher level of order is somewhat necessary and are higher effort teachers, and teachers who believe that a maximum level of order is essential and are highest effort teachers. Although factor analysis of the 18 items implies that these items may be formed into two clusters, when these clusters are analyzed with MSTEPS and when the results are compared to those of the 18 items, it is evident that one variable is sufficient and that two are not necessary. (TJH)