This study examines the validity of the assumption that teacher involvement in and satisfaction with decision-making is systematically related to such organizational effectiveness criteria as (a) teacher job satisfaction, (b) student achievement in reading and mathematics, and (c) student affective behavior, in elementary schools that have implemented Individually Guided Education (IGE). The focus was on one component of IGE, the multi-unit organizational structure, which is designed to facilitate open communication among school personnel, educational and institutional decision-making at appropriate levels, and accountability of educational personnel at all levels. The multi-unit school structure consists of three interrelated hierarchical levels: (1) the Instruction and Research Unit (I&R), the Instructional Improvement Committee (IIC), and the Systemwide Program Committee (SPC). The unit of analysis for this study was the I&R unit. It was hypothesized that involvement in decision-making increases satisfaction, productivity, and organizational awareness; in IGE schools, decision-making at the I&R unit involves the administrators and teachers working together. The subjects included 41 IGE multi-unit schools listed in the 1973-74 Wisconsin Research and Development Center Directory. Unit mean scores were computed for the Decision-Making Analysis Questionnaire, the Teacher Job Satisfaction Survey, student achievement in reading and mathematics, and student self-concept. It was concluded that (1) unit teacher's perceptions of the extent of their involvement in decision-making was related to job satisfaction, and (2) unit teacher's perceptions of their satisfaction with decision-making was related to teacher job satisfaction. Future research is suggested to investigate the student's role in decision-making and its relation to student achievement. A bibliography and sample research instruments are appended. (MM)