While adding this book to the list of Books already adorning the galaxy of education, The Author do not feel apology for the same because there are few books in the area of classroom/teaching behaviour. The importance of the area of process of Education is rarely felt either by the agencies which implement various Reforms or by the researchers. In a comprehensive survey of Research in education, it is evident that the number of studies done in the area of `Teaching Behaviour` is negligible. This has lead to the inadequacy of the data regarding the effective Teacher behaviour or teacher acts. Teacher educators are not clearly aware of what teacher behaviour has to be developed among Student teachers. Hence, they have resorted to the global concept of methods of Teaching suggested by philosophers and psychologists. Even the process of transmitting the behavioural characteristics to the prospective Teachers is of doubtful validity. There is a great need to conduct researches in the areas of Classroom teaching, teacher behaviour and teacher education. This is a must, especially in developing Countries like India. Several personal and psychological factors may contribute for effective teaching behaviour. The present book is aimed to identify certain socio-psychological factors affecting the teaching behaviour of high School teachers. Teaching behaviour of 256 high school teachers are observed in their live classroom sessions through an well established observational system. The needed data on socio-psychological factors is collected. It is just fitness of things to state have that this book is prepared to meet the requirements of pre-service and inservice teachers and also the teacher educators. Contents, 1. Introduction 2. Classroom Interaction Analysis of Teaching 3. Review of Literature 4. The Present Study 5. Methods of Investigation 6. Analysis of Data, Results and Discussion 7. Summary, Major Findings, Conclusions Recommendations and Suggestions