A study was conducted to test the hypothesis that "the number of discipline behaviors by the teacher is a function of the personality of the teacher.""Behavior" was defined as "oral statements" and "discipline" as "the attempt of one to require another to discontinue inappropriate behavior." Trained observers used interaction analysis to record the behaviors of teachers in public school classrooms; behaviors were recorded at three-second intervals. "Discipline" was one of the types of behavior recorded. Three salient variables were posited: the teacher's behavior, the subject matter before the class, and the composition of the student population in the class. Three situations were found where each of these influences could vary while the other two could be controlled. The differences in number of discipline acts by teachers were tested by chi square. Although the number of classroom teachers and classroom situations observed was small, evidence was found that some teachers promote discipline problems through their own behaviors. It was also found that teachers tend to behave consistently: Teachers who employ a high number of acts of discipline with one class tend to do so with another, and teachers who tend to use no or few acts of discipline maintain that behavior when dealing with different classes and:or different subject matter. It is hoped that this pilot study will be replicated with larger numbers of teachers and that other relevant factors will also be researched. (Author/SG)