Because the supervisor in the small school is often a Jack-of-all-trades, he may see himself as a manager rather than as a leader; however, to be an effective administrator, he must not only be ready for change but must be instrumental in creating desired change. Characteristics that affect the willingness and ability of rural schools to accept change are: the multiple functions of rural schools; tension between stability and change in rural communities; the recentness and circumstances of school district consolidation; size, geographic dispersion, and population density of rural school districts; the heterogeneous nature of rural populations; and a limited and precarious economic base. Introduction of change may create conflict, lower staff morale, and lessen willingness of local communities to support schools. The administrator should see himself as a change agent. He must also realize his responsibility for consequences which result from change made under his supervision. Although there is little correlation between effectiveness and amount of time spent on the job, there is high correlation between effectiveness and amount of time spent on high-priority objectives. Therefore, the administrator must plan and control his time, and he must build on the strengths of others. (CM)