The question addressed in this thesis was, "Does the decision source for change make a difference to a teacher's or implementor's organizational commitment and job satisfaction?" It was hypothesized that the decision sources for implementing Individually Guided Education (IGE) in schools does not affect the teacher's commitment to the school and job satisfaction. The study included teachers from six urban elementary schools. Three schools were identified as having internally initiated IGE and three in which IGE was implemented as the result of a decision made by policy makers outside of the school. The data collection and analysis consisted of each participant completing a questionnaire packet which included background data and two research instruments, the Organizational Commitment Questionnaire (OCQ), and the Job Descriptive Index (JDI). Participants were also asked interview questions, which included how they entered their job and the reasons they might leave their present teaching assignment. An analysis of the dependent variables on the basis of participant scores on the OCQ and JDI research instruments indicated that overall organizational commitment and job satisfaction was fairly high in all six schools. It was tentatively concluded that the decision source for implementing IGE did not make a difference to a teacher's organizational commitment and job satisfaction. (JD)