This study attempts to determine the effectiveness of a self-appraisal guide in an inservice education program for elementary teachers as measured by pupil achievement on a standardized achievement test. In one public school system in Pennsylvania an inservice education program was designed using "A Guide to the Self-Appraisal and Development of Elementary Schools" as a basis for discussion at a series of inservice meetings. Four fifth and four sixth grade teachers and their classes were chosen to be a part of the study. None of the teachers were told that a study was being undertaken, but were led to believe that it was a normal inservice program. Eight control and eight experimental groups, comparable in I.Q. and past achievement and each with approximately 250 pupils, were used. The inservice program was explained to the teachers at a general teachers' meeting at which five subsequent meetings were scheduled. Each group was pre- and post-tested to measure the gain made by the experimental group. The "t-test" was used to measure the level of significant difference that arose. Compared with pupils in the control group, the program of inservice education for elementary teachers increased the achievement of pupils in the experimental group. (HW)