An assessment is made of the effectiveness of a survey feedback
intervention in engendering a capacity for change within a sample of 10
Canadian teacher training institutions (TTIs). This article establishes
a conceptual framework for the intervention, presents data on the
process of program change, and considers the positive and negative
effects resulting from the intervention. Unanticipated outcomes are
described, and suggestions are made concerning future research. The
results suggest that a survey feedback intervention can be moderately
effective in engendering a capacity for change in TTIs, but success can
only be anticipated if the model of intervention is diligently imple
mented (especially thefollow through phase), is used selectively, and is
sustained over time.
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