The complex task of identifying the characteristics of effective teachers involves analysis of many variables: those dealing with teacher characteristics, those that are context-based, and those that are process-related. Much diversity exists in all three areas among effective teachers, a phenomenon which confounds the problem of precise description of desirable teaching behaviors. In spite of the large amount of process-product research, the current status of research on teacher effectiveness is not impressive by reason of its sparsity and inconsistent results. Results of previous research studies indicate that problems with research on teacher effectiveness include: (1) Research does not measure the teaching process; (2) Records on teacher performance are not kept; (3) Actual classroom behaviors are not monitored; (4) Teacher performance criteria are not specifically denoted and evaluated accordingly; and (5) Improved research methodology and designs in the area of teacher effectiveness are needed. (Author/CJ)