Four treatment levels were compared to determine the effects of a seminar in self-concept theory and process education on teachers' classroom behavior and pupils' responses to that behavior. Goals of the program were to (1) determine whether an intensive focus on theories of self-concept and success would result in changed teacher attitudes and improved children's self-concept and relationships; (2) isolate factors producing this change; and (3) gather data for planning and designing teacher education programs. Eight hypotheses were formulated to determine the effect of selected independent variables on the following dependent variables: attitudes towards children and schoolwork, ability to facilitate growth of self-esteem in children, positive verbal behavior, verbal praise, student response to verbal praise, classroom cohesiveness, verbal criticism, percent of isolates in the classroom, child-inferred self-concept, child-perceived relationships with the teacher, and child sense of intellectual achievement responsibility. Significant differences on four variables (verbal praise, student response to praise, self-concept, sense of achievement responsibility) were found favoring experimental group I. These findings led to the conclusion that an inservice seminar incorporating theory, process education, and text was related to higher mean scores on variables of central importance to the study. Given the importance of personal and social development to the educational process, and the success met with during the six-week treatment, it was recommended that self-concept theory, research, and process education be included in both preservice and inservice teacher training. (MJB)