Principals' perceived investment in responsibility is not equivalent to their expected returns in authority. There are discrepancies between teachers' and supervisors' perceptions of principals' authority and responsibility, as well as discrepancies between teachers and supervisors, and between them and principals. (Author/IRT)

Presents an analytical framework based on a threefold classification--unequivocal failure, "satisficing," and unequivocal success--and four basic role climates--apathetic, frustrating, tense, and tranquil--that is applied to the elementary school principalship. (Author/WD)

Explores administrators' basic modes of information processing: relating to and recalling information without considering implications; relating to information according to practical implications; posing critical questions about information's validity; and relating to information according to fundamental principles. Administrators have different…

Considers educational planning as a communication of shared symbols creating intent geared toward change. Elaborates 11 groups of metaphorical images of planning (as circle, recipe, compass, map, puzzle, tree, maze, Ariadne's thread, prediction, art, and spider's web) bridging impression and expression. Relates this metaphorical analysis to…

Summarizes some ethical roots of organizational behavior, clarifies the meaning of responsibility, discusses the importance of motives underlying the assumption of responsibility as a moral action, analyzes four basic behavior theories, and advances a theory of bounded organizational responsibility. Includes 20 references. (MLH)