Drawing on survey data from 83 New York school districts and case studies of 6 districts, the project reported here explores several aspects of schools and districts as organizations. The conceptual framework guiding the study emphasizes that educational organizations are not governed either by their structure or by the reactions of individuals, but are political organizations in which participants pursue interests reflecting their legitimate roles. Eight papers and an appendix comprise this final report. The first paper elucidates the theoretical and methodological approach taken, and the second proposes a political analysis of schools as organizations as a practical theory. The third paper is a study of political factors predicting turnover of school board members. The fourth analyzes earlier management ideologies and endorses a multidimensional conception of quality of work life programs. The fifth and sixth papers report, respectively, a study of job-related predictors of teacher stress and a survey of the attitudes of teachers, principals, superintendents, and school boards toward teachers' unions. The seventh paper reports an exploratory study of the impact of interpersonal and intergroup characteristics on the teacher's decision to rely on collective action. The eighth paper presents a study of the impact of various organizational factors on teacher militancy. Finally, the appendices contain survey instruments and information on research design and data collection for this research project. (MJL)