TEACHERS'. GENERAL STRATEGIES

Elementary teachers ' responses to vignettes depicting twelve types of student problem behavior (instructional concerns: failure syndrome, perfectionist, underachiever, and low achiever: aggression problems: hostile aggressive, passive aggressive, and defiant: activity issues: short attention span, hyperactive, and immature: and peer relation difficulties: shy/withdrawn and rejected ty peers) were analyzed for points cf agreement across the twelve types of problem 'behavior concerning problem-solving strategies that involved rewards, punishments, supportive behaviors, and threatening/pressuring behaviors. Subanalyses were conducted to identify distinctions tetween teachers who differed by school location, grade level, teacher role perception (primarily instructor vs. primarily socializer), and management expertise (outstanding vs. average). In general, teachers ' responses to the vignettes involve