Values about education held by private school educators tend to be those best suited to preparing their mostly middle- and upper-middle-class students for managerial and professional careers. Social scientists have hypothesized that schools readying students for social leadership will stress internalized student behavior norms instead of obedience and rule following. Questionnaires submitted to 20 administrators and 382 teachers at 20 eastern nonparochial private schools asked them to rank the most important qualities and goals that teachers and headmasters should have. The responses ranked knowledge and ability, dedication, kindness, high morality, and intellectual independence as better qualities for educators, and rapport with students, enhancement of student academic performance, and shaping of student morality as higher goals. Ranked much lower were the qualities of professional educational training and efficiency and the goals of adherence to school policy and well-organized lesson plans. Thus private school educators' favored role model for students emphasizes moral character and persuasion as values, rather than certification, efficiency, or coercion. These are considered to be internal behavior norms associated with professional and managerial classes. Limited data on public school educators' attitudes indicate they stress compliance and rule following, values that prepare students for working class occupations. (Author/RW)