A study compared teachers' and principals' perceptions of six elements of effective teaching: classroom climate, questioning, set induction, stimulus variation, reinforcement, and closure. The part of the study reported here focuses on elementary teachers' written ratings and rankings of the six elements. The sample for the study was comprised of 413 elementary teachers in Ohio; of this sample, a total of 307 responded to an instrument utilizing a value rating scale constructed in a written questionnaire format. The research questions pursued in the study were: (1) Is there a relationship between demographic variables and teachers' values rating of the six elements? (2) Were certain elements viewed as more important and what were the teachers' priorities? (3) Is there a relationship between demographic variables and the priority ranking of these elements? (4) Do teachers perceive their training to be consistent with identification of perceived needs of each element? (5) is there a relationship between the demographic variables and the teachers' training; and (6) How do elementary teachers' value ratings of the six elements compare with principals' ratings? An analysis of the data indicates that the teachers consider the time invested in the implementation of the elements beneficial to their teaching strategies. Conclusions are drawn for teacher education programs, supervisors, and professional development programs. A copy of the questionnaire is appended. (JD)