An investigation concerned with teacher styles and strategies for coping with problem students suggests that role definition may not be as important a teacher variable as originally postulated. Thirty-seven experienced elementary school teachers were observed to determine overall management skill level and actual response to problem behavior. Teachers were divided into two role orientations: one group stressed the instructional role and the other the socializational role. Following observation, teachers responded to a series of written vignettes depicting 12 types of problem student behavior. While both teacher role emphasis and ability did affect teacher responses, the most powerful factor was the type of student behavior depicted. The research suggests that socialization problems (disobedience or disruption) provoke more intense and less effective teacher responses than do instructional problems. (Author/LH)