To provide data for changes currently being implemented in Chicago public schools, a study examined the effect of teachers' attitudes on student discipline problems and classroom management strategies. Questionnaires were distributed to 50 elementary and secondary teachers soliciting their views regarding the characteristics of problem students, effective classroom management strategies, the most frequently occurring and major causes of discipline problems, and strategies to improve student discipline. Study findings included the following results: (1) 41 respondents indicated that teachers needed more skill and training in handling disruptive behavior; (2) 39 indicated that stress related to classroom management is the most influential factor in failure among novice teachers; (3) the four most frequently occurring discipline problems identified were disrespect for fellow students, disinterest in school, lack of attention, and excessive talking; (4) the three major causes of problems identified were violence in the media, broken families, and drugs and alcohol; and (5) the top four ways to improve discipline were counseling and guidance, administrative procedures, more consistent discipline, and better communication between the school and the community. (The survey instrument and 11 references are included.) (BCY)