This report summarizes two studies conducted during the late 1960s on effects of team instructional organization upon elementary teachers' decision-making influence in educational affairs and their job satisfaction. The first study, by University of Oregon researchers, compared interview and questionnaire data from Wisconsin teachers in four multiunit schools with teachers in conventionally organized schools. Two questions were asked of the teachers: (1) Which persons, both within and outside your school, do you depend upon most heavily in order to perform your job effectively? and (2) Which persons, listed above, hold jobs so closely related to yours that the two jobs must be performed collaboratively? The main finding was the emergence of interdependence relationships in the multiunit schools, particularly among classroom teachers. The few ties that existed in conventional schools were almost exclusively between individual teachers and the principal. A Stanford group, using variables similar to the previous study, administered questionnaires to elementary teachers in eight open and in seven self-contained schools in northern California to index the chain of variable relationships. Three related variables are higher in open schools: group task-related interaction, group influence on school affairs, and teacher autonomy. The greater satisfaction found in open schools occurs among experienced teachers. This document suggests that instructional team reorganization creates bodies influencing issues normally of administrative concern and enhances teacher autonomy; job satisfaction increases primarily among emergent leadership positions. Questions remain about the importance of instructional interdependence and small-scale decision making. Tables of data appear throughout the report; 14 references are appended. (CJH)