This report presents a theoretical model and a practical guide for a survey feedback-problem solving-collective decision intervention in educational systems. The intervention focuses on work roles and relationships; job function, authority, and communication patterns; and on reviewing group progress and problems. One objective of the strategy is to superimpose complementary collective decision structures over the existing authority structure of the school. An experimental design was employed in the study to evaluate the effects of the intervention on teacher attitudes toward important aspects of their work environment and on faculty perceptions of collective decision processes in the schools. To assess the impact of the intervention, 24 schools in northern Illinois were assigned randomly to four treatment conditions: (1) SF-PS, which incorporates teacher collective decision structures; (2) survey feedback only; (3) pretest-posttest controls; and (4) posttest only controls. Elected faculty members were trained to lead the SF-PS sessions, provided a standardized attitude survey questionnaire for feedback, and assisted in establishing collective structural configurations in the full treatment schools. Questionnaire data indicated that the intervention brought about significant favorable changes in faculty attitudes in the experimental schools. (Figure 4.1 on page 37a may reproduce poorly.) (Author/DN)