This thesis describes a study that sought to ascertain if evidence could be found to support the idea that a relationship exists between a school administrator's ability to perceive the community power structure and his effectiveness in fulfilling role expectations as judged by his employer. A major thesis underlying this research held that administrative effectiveness can be estimated by the extent to which the legitimate behavioral goals of the organization are attained. A secondary thesis maintained that the school administrator who is knowledgeable regarding community influentials (e.g., community power structure) is potentially in a better position to be effective than is the administrator who lacks knowledge of community influentials. Study results confirm that a relationship does exist between the administrator's perception of the community power structure and his effectiveness in attaining the behavioral goals of the organization as perceived by school board members. (Author)