Individual teachers with access to information of importance to administrators--either through expertise or through occupation of a central position-- can exert power over administrators and influence their actions, according to a recent study. The researchers developed a model of subordinate power over superordinates, generated two hypotheses from the model, and tested the hypotheses in three high schools in the greater San Jose (California) area. The Dependency Network Questionnaire was distributed to all credentialled faculty members to identify those school personnel on whom they depended. The Resource Access and Sense of Power Questionnaire was then completed at each school by the six teachers most depended on by administrators and by six others. Interviews conducted with a few administrators, powerful teachers, and nonpowerful teachers corroborated the data. Both hypotheses were upheld: that powerful teachers have greater access to persons, information, and material resources; and that the strategies powerful teachers use to influence administrators are different from those nonpowerful teachers use. The study also found correlations between a teacher's power and his or her position as department chairperson and membership on committees and found that teachers tend to reach their maximum level of power within 3 years of joining a school's faculty. (Author/PGD)