Recent empirical research identifies a potential area of both role and organizational conflict for the middle school principal and perhaps all principals. Findings from a role norm inventory reveal that middle school principals do not perceive the relative importance of disciplining pupils, while teachers--significant members of their role sector--accord this particular role behavior considerable weight. While differing significantly in their rankings of a general listing of pupil personnel role behaviors, middle school principals, teachers, and counselors demonstrated a degree of consensus on selected items relating to the principal's authority in matters of organizational control. Implications for administrative practice, research, and theory are explored. (Author)