This study presents results of research on the impact of Interactive Perceptual Psychology (IPP) on teachers. IPP is the psychology showing human behavior as the sum of internal energy derived from thinking, feeling, and acting. This energy comes from the interaction among 10 receptors found within each human being: (1) "man's" will; (2) internal motivation; (3) psychological dimensions; (4) learning styles; (5) cognitive development; (6) belief structures; (7) physiological needs; (8) social/emotional development; (9) language development; and (10) spiritual beliefs. FOCUS, IPP's visual model, includes a four-step process producing replicable, predictable, and measurable outcomes. This study, involving teachers in graduate classes in northeastern Ohio, replicated a quantitative study performed in 1992 that assessed the impact of IPP on four affective measures and supported previously drawn conclusions. Multiple linear regression models analyzed the quantitative data in both studies. In both studies, teacher burnout reflected a linear decline as the number of FOCUS classes increased, while a significant increase in teacher efficacy resulted for teachers experiencing additional FOCUS classes. The second study revealed a positive change in self-concept as attending FOCUS classes increased. Appendix A contains the following instruments: Rosenberg's Self-Concept Study; Maslach's Burnout Scale; and Ashton's Self-Efficacy Scale. (Contains nine references.) (Author/ND)