A study investigated the effect of two staff development models--role playing and open instruction--upon teachers' self-awareness and attitudes toward inservice education. In a 2x2x2 design for analysis of variance, 27 composition teachers were randomly assigned, stratified by years of experience, to two parallel but contrasting summer workshops. In assessing self-awareness, teachers rated themselves on 18 variables of group interaction. These self ratings were then correlated with those of the course instructor and a randomly selected anonymous peer, and the mean ratings of the peer evaluation. A 33-item, three scale program evaluation was administered to assess attitudes toward inservice manner or presentation, usefulness to teaching, and usefulness to consulting. Among the findings were the following: (1) role playing as a technique for training agents of change appeared to be more effective than the open instruction method, except that it may have caused participants and instructors to have similar perceptions of group process; (2) more experienced teachers tended to benefit more from inservice education than did teachers with less experience; (3) teachers of low writing apprehension tended to benefit more from inservice education than did teachers of high apprehension; and (4) teachers with an internal locus of control appeared to benefit more from inservice education than did teachers with an external sense of control. (Author/HOD)