This study examined the behavioral expectations and norms for college and university faculty particularly whether they varied with respect to the level of commitment to teaching at different institutions and in different disciplines. A cluster sampling design was used to select a random sample of the population of faculty in biology, history, mathematics and psychology at Research Universities I and Comprehensive Colleges and Universities II (Carnegie Classifications). A survey was mailed to 800 individuals of which 251 responses were eventually included in the analysis. The findings suggested a mixed picture of social control of faculty teaching role performance with respect to the welfare of the clients (students). Norms pertaining to the condition of knowledge in an academic subject matter were found to exist. However, little or no informal social control was found for teaching role performance which facilitates the learning of course content. A conclusion speculates that the graduate school socialization process may provide the explanation, as little systematic attention or concern is given to the development of pedagogic skills during the graduate training while knowledge, skills, attitudes and values of a given subject matter area are the key focus. (Contains 31 references.) (JB)