This paper presents the results of a study to translate, adopt, and extend role theory as related to the secondary school principal; to develop and test instruments, processes, and devices for obtaining and analyzing role theory variables; and to generate hypotheses concerning the principal within a role analytical framework. A series of hypotheses are presented with limited case description support for each; the concept of "institutional role sets" and a process of recruitment, preparation, and inservice education are discussed. Hypotheses fall into three groups: (1) variables operating to shape the relationship between the principal and his role set and corresponding influences on his role; (2) cultural, societal, historical, and organizational factors; and (3) the reality of the principal's role strain. Appendixes include interview schedules, lists of persons interviewed, and references and a bibliography. (LLR)