During last decades in Estonia teachers and students have been exposed to deep changes including political and economic differentiation as well as changes in curriculum and educational government and organisation. On this background the increase of school-neglection and school dropout in compulsory scchool (up to grade 9, 15-16 years old students) became a significant phenomena. Manysided research of school environment, especially teachers` views and role became necessary. Research project School as development environment and students` coping at school (2003-2007, project leader prof M Veisson, Tallinn Pedagogical University) includes as subtheme the study presented in this paper. The theorethical basis of research are conceptions and theories about development and coping of different subjects in school-context (incl students, parents, teachers, school-leaders and school as organisation). Presented research was concentrated on mapping teachers` views of students, diferentiation groups of teachers according to their views and description of these groups. The research methodology includes quantitative and qualitative methods. The basic data was gathered using questionnaires for teachers and school- leaders (as well as for parents and students) from 67 compulsory and secondary schools (10 % of Estonian schools) in 2004. The respondent schools form the adequat representation of schools - geographically, by working language (Estonian or Russian), by results of state exams during last 3 years (best and weakest results in their area - county or city), by participation in innovative processes. Main dimensions for analysis: inclusiveness vs exclusiveness; education (personality development) vs instruction/teaching (subject centeredness); cooperation vs individualism (in pedagogical work and in classroom situation); short term vs long term perspectives in educational process; sensitivity vs nonsensitivity in child-observation and problem-seeing.Main categories of questions and of mapping were differentiated into 3 layers. The first layer: teachers` image of students` joys, fears, concerns; view on students` participation and possible role in educational process and school-life; view of students` stress-factors. Another layer of mapping includes aspects of support-system: what teachers believe they can do about students; how teachers get information and create the knowledge about students; how they support students - what are supportive aspects of school-culture (incl teachers` cooperation, presence of trustful teachers etc). Some general aspects of school development plan and curricula and the common understanding about those among teachers form the third layer of mapping teachers` views and grouping teachers accordingly. Categorisation of questions, analysis of frequencies, weight-analysis etc gave the cross-Estonian grouping of teachers in named categories and dimensions. In the next phase of analysis the representation of different groups of teachers in exemplary schools was studied.As result the main groups of teachers in Estonian compulsory schools (according to their views of students) appeared and were described. These groups were named as: sensitive-openminded; child-centered, development-orientated; subject-centered, orientated on teaching-learning; nonsensitive-discipline orientated group. It became clear, that the patern of teachers` views on students does not depend only on teachers` personality and pedagogical biography but from the school teacher is working in.