The development of a new approach to the analysis of teacher behavior on the dominative-integrative dimension is proposed. The major characteristics of integrative behavior are flexibility of response and acceptance of individual differences, while dominative behavior is characterized by rigidity. The approach consists of a combination of direct analysis of teacher behavior using a revision of the H. H. Anderson System, and inferred teacher behavior analysis through the observation of individual children's interactions with the Room-as-Teacher. The dual technique can be used in a variety of classroom settings ranging from highly structured to open and flexible and provides a more complete picture of integrative and dominative teacher behavior. (Author/BW)