A study examined the effects of one aspect of trainer behavior on teachers' classroom behavioral change. The trainer behavior studied was elicitation of trainee public commitment. Seventeen teachers participated in a series of workshops from the Stallings' Effective Use of Time program. These workshops were team led by teacher, principal, and university trainers, who were in the process of becoming certified workshop trainers for the program. Relationships of specific teacher commitments to actual behavioral changes were measured by pre- and post-classroom observations, using the Stallings' Observation System (involving snapshots and 5-minute interactions). The focus of observation was on three major elements: (1) trainer commitment-generating activity; (2) trainee discussion of commitment; and (3) trainee response to commitment. Comparisons were made of the behavior and results obtained in the workshops conducted by teachers, by principals, and by university personnel. Based on research on public commitment, the study sought to determine if a relationship exists between teachers' commitment to behavior change and the effectiveness of a teacher training program. (Author/JD)