Writers attempting to describe administration have approached the subject from a number of perspectives. Researchers such as Gulick (1937) identified planning, organizing, staffing, directing, coordinating, reporting, and budgeting as functional elements of administration. Hemphill, Griffiths, and Fredericksen (1962), using simulated job settings, discovered eight primary factors in administrative behavior: exchanging information, discussing with others before acting, complying with suggestions, analyzing the situation, maintaining organizational relationships, organizing work, responding to outsiders, and directing the work of others. Two recent research reports used a field study and observations to analyze actual on-the-job behavior of superintendents and principals. Duignan (1980) found that the superintendent's activities are not generally planned and organized but rather are made up of uninvited verbal encounters, externally imposed deadlines, and crises. Willis found that the principal's work is marked by uncertainty, and is hectic in pace, varied in composition, and discontinuous. These findings provide comfort to the school administrator who feels guilty for spending time accomplishing little more than coping with ambiguity, frustration, and disruption. Increased used of field techniques such as ethnography and observation would be of value in uncovering further clues about the behavior of school administrators. (Author/JM)