In the course of carrying out the technical tasks of the school, teachers encounter common problems that do not impose on those in managerial roles. School organizations are typically structured in such a way as to prevent the information sharing and processing necessary to confront these problems. A collective decision-making structure for teachers is needed to supplement the traditional institutional decision-making structure of the school system. This paper describes and evaluates a survey-feedback-based, problem-solving structural intervention originally conceptualized and tested in an earlier experiment. A three-year project using a refined version of an earlier design and a quasi-experimental research design is reported on in this document. Results of the project were generally favorable, with teachers taking a greater role in decision-making, but a need was seen for further work to make the system compatible with the existing wide range of school patterns and needs. (Author/PGD)