A school administrator is influenced by the roles and expectations of the school, the school district, and the clientele, as much as the school is influenced by his personal style as administrator. This notion necessitates a reexamination of the so-called administrative leadership tradition which presumes that the power, authority, and influence of principals provide the major sources of thrust and significance to the educational enterprise. The training of future principals, those who can contribute applicable expertise to the total system rather than perpetuate existing traditions, will require a different set of assumptions and perspectives on the part of training institutions. The training of administrators is still primarily an apprenticeship of folklore. (Author/DE)