The purpose of this study was to determine the degree of relationship between the effectiveness of the Instruction and Research Unit in the areas of instructional program (reading and mathematics), organizational operations (procedural and substantive), school-community relations, and staff development to several measures of student affective behavior in Individually Guided Education schools. The framework for the study was based on general systems theory, social systems theory, and self concept theory. Instruction and Research (I&R) Unit Operations Questionnaire was administered to 179 teachers and the Self Observation Scale was administered to 1,409 students. A multiple stepwise linear regression analysis and Pearson product-moment correlations were conducted. A significant amount of variance in student self acceptance and in student-teacher affiliation was explained by I&R Unit Organizational Operations. There was no significant relationship between I&TR Unit total effectiveness and any measures of student affective behavior. (Author/RD)