THE PROBLEM OF ADMINISTRATOR SELECTION IN THE FIELD OF EDUCATION WAS STUDIED. THE ISSUE WAS CONCEPTUALIZED AS ONE OF UNDERSTANDING THE INTERACTION OF THE SCHOOL ADMINISTRATOR WITH SCHOOL BOARD MEMBERS, PARENTS, TEACHERS, AND OTHER SALIENT INDIVIDUALS. A THEORY OF ADMINISTRATIVE INTERACTION WAS DEVELOPED USING THE FUNDAMENTAL INTERPERSONAL RELATIONS ORIENTATION (FIRO) THEORY OF BEHAVIOR. INTEGRATED LATER INTO THE INITIAL THEORY WERE INTELLECTUAL AND COGNITIVE FACTORS, AND TO SOME EXTENT, SOCIOLOGICAL DIMENSIONS. IN EACH OF 4 SCHOOL DISTRICTS, A BATTERY OF QUESTIONNAIRES WAS ADMINISTERED (TO MORE THAN 1,300 PERSONS IN ONE CASE) TO MEMBERS OF THE SCHOOL AND COMMUNITIES INVOLVED. THE QUESTIONNAIRES COVERED SPECIFIC AREAS REQUIRED TO TEST HYPOTHESES DERIVED FROM FIRO THEORY, NAMELY, INTERPERSONAL BEHAVIOR, EDUCATIONAL VALUES, CHILDHOOD BEHAVIOR, DEFENSE MECHANISMS, SOCIOLOGICAL AND BIOGRAPHICAL DATA, INTELLIGENCE AND COGNITIVE STYLE, RATINGS AND OTHER EVALUATIONS OF THE ADMINISTRATORS SERVING AS SUBJECTS. ON THE BASIS OF THIS INFORMATION, A BATTERY OF NEW INSTRUMENTS WAS DEVELOPED TO MEASURE INTERPERSONAL NEEDS AND VALUES, COGNITIVE ORIENTATIONS AND ABILITIES, AND JOB CHARACTERISTICS. THIS WAS USED IN ASSOCIATION WITH THE QUESTIONNAIRE DATA TO DIFFERENTIATE IN A PRELIMINARY WAY THE EFFECTIVE AND INEFFECTIVE ADMINISTRATORS. A FOLLOWUP PROGRAM USING A LARGER POPULATION SCALE WAS RECOMMENDED. (JH)