The Leda Study, a research project, examined Sweden's team teaching system. The working conditions of teacher teams in different types of school organizations are described, with a focus on group decision-making and problem-solving processes. Methodology involved observations of teacher teams in four schools; interviews with teachers, team leaders, and principals; and document analysis. Schools were classified according to a model of school organization based on the categories of organic/hierarchic organization and organizational tightness. Four teacher responsibilities were examined: instructional planning; pupil welfare; democratic cooperation between students and staff; and task origin. Findings indicate that each teaching team handled the tasks recommended by the curriculum but assigned them different meanings. Greater degrees of hierarchical school organization corresponded with increased dependence upon external authority. In organically structured schools, internally originated tasks facilitated an increase in team authority and autonomy and in perceptions of work as relevant. A conclusion is that an inherent conflict exists between the traditional hierarchical organization of Swedish schools and the organically functioning teacher teams, accentuating the need for organic organization of the schools. Two figures and one table are included. (13 references) (LMI)