Teacher-pupil compatibility and teachers' ratings of children's behavior

Canonical variate analysis of the relationships between teachers' ratings of children's behavior and an index of teacher-pupil compatibility objectively demonstrated a significant relationship between behaviors representative of serious psychopathology and teacher-pupil compatibility. Previous multivariate analyses of variance had failed to identify meaningful relationships between teacher-pupil compatibility and teacher nomination of a child as a behavior problem. This study provides inferential support for the contention that school behavior problems and emotional disturbances are separate nosological entities.