This document examines three process environment factors (communications networks, morale of consortia members, and teacher's union attitudes) and their influence on the responses of educational institutions to a New York State Department of Education mandate on performance based teacher education (PBTE). In studying the communications networks, the research focused upon three aspects: (1) formal vs. informal, (2) availability of information, and (3) centralized vs. decentralized networks. It appeared that formal communications networks helped somewhat in receiving a four-year program registration as did high availability of information concerning PBTE. The data seemed to indicate no relationship between the degree of centralization and whether a four-year or one-year registration was received. Morale and compliance with the mandate were looked at in terms of five areas related to satisfaction felt by members of the consortium and initial resistance of individuals to the PBTE mandate. Research in this area was inconclusive. Data seemed to support a relationship between cooperation of local teacher unions and four-year program registration. More general findings, as background for further research, include: (1) major objectives of the PBTE groups participating in this study were reported to be a) assistance to universities in the development and implementation of PBTE programs, b) meeting the state mandate on PBTE, and c) obtaining registration for the given programs; (2) PBTE group members were involved to a degree that they collectively found satisfactory in establishing requisite group objectives; and (3) implementation of proposals is a key area of concern to respondents in the survey. (MJB)