The findings of 13 studies of educational change, leadership, and decision-making are summarized in this report. Conducted by the staff of the Project on Administration and Organization for Instruction at the University of Wisconsin Center for Education Research, the studies utilized data gathered in over 100 middle, junior, and senior high schools, some collected over several years and permitting longitudinal analysis. Five of the studies used a rationalistic, quantitative methodology, while the other eight utilized naturalistic, qualitative techniques including interviews, observations, and record analysis. The research on educational change focused on the characteristics of rational and incremental approaches to change, motivations for change, the financial resources and training required for change, and factors inhibiting change. The leadership studies concerned relationships between leadership behavior and situational factors, positional and emergent leadership, and leadership behavior and school effectiveness. The research on decision-making concentrated on the content of educational decisions, staff involvement in decision-making, and individual and group decision-making processes. Drawing on the summarized research, this report proposes a theoretical model synthesizing the interactions over time among and between change, leadership styles, and decision-making processes. The document concludes with abstracts of the 13 studies covered. (Author/PGD)