Effective schools research has delivered some relatively concrete findings on important issues facing this country's educators. The result has been an extensive collection of effective schooling practices which have potential for increasing performance in young people. In reviewing effective schools literature, implications of the data were found to include a clear and direct relationship between student achievement and self-concept--the affective domain was found to be a critical component of school improvement efforts. This paper looks at the affective domain as it relates to effective schools; more specifically, it explores student self-concept and teacher expectations and attitudes as dependent variables in instructional settings. Student and teacher behaviors as predictors of school success are critically examined. Included in the analysis are factors of school and classroom climate. The paper concludes with recommendations that will move the findings toward implementation; that is, how to improve teacher expectations and attitudes and how to build positive and realistic self-concepts in students. Four appendices are included: (1) Flanders' Interaction Analysis; (2) The Metfessel, Michael and Kirsner Instrumentation of Bloom's Taxonomy of Educational Objectives; (3) Carkhuff's Interpersonal Process Scales; and (4) some common self-report inventories. (JMK)