This review of research on teacher behavior covers 200 references cited in the bibliography, the bulk of them published in the 1960's. A short introductory section on the status of research on teacher behavior notes that it is "voluminous and contradictory." The main body of the paper is organized in terms of the reason why research on teacher behavior yields no clear conclusions, a threefold problem involving the theoretical framework whereby an investigator approaches teacher behavior research: 1) systematizing research on teacher behavior--into three categories: models systems, instructional processes, and teacher behavior characteristics; 2) identifying teacher behaviors; and 3) measuring teacher behaviors--by observation (three types), student behavior and achievement, tests based on recall, and psychological tests. Another section details some additional problems related to research on teacher behavior, e.g., its noncumulative nature (researchers measuring different phenomena and variables, using different terms, methods, and assumptions), questions as to whether or not teacher behavior research may be beyond scientific analysis, and problems regarding teacher-researcher relations and practical application of theory. The conclusion section lists 27 recommendations for future research on teacher behavior. (JS)