This study measures the amount of agreement among rural, urban, and central city superintendents, principals, and teachers concerning the role of the principal in collective negotiations and the scope and structure of the negotiation process. Analysis of data obtained from Indiana and Michigan respondents revealed that administrators desire to limit teacher organization involvement in the collective negotiation process and see the principal's role as that of board of education representative. Secondary school teachers believe in strong teacher association involvement in collective negotiations and reject the notion that the principal should be spokesman for the teacher organization as well as for the board. Elementary school teachers reject teacher organization militancy, consider the principal to be a member of the teacher organization, and look to him for leadership. Results indicate that principals must formulate a role for themselves at the collective negotiations table or be left out. (Author/JF)