A study was designed to develop a model that would describe the development of commitment to the administration profession in vocational-technical education and the degree to which it might be found among the individuals who possess it. Study participants were 197 administrators from 63 postsecondary vocational-technical institutions identified from "The College Blue Book" (1981). A questionnaire collected information on basic background and these career and professional variables: career decisions, career preparation, professional competencies, professional values, professional commitment, and professional satisfaction. It was hypothesized that: (1) there would be no difference among administrators based on background variables; (2) there would be no difference among administrators for the career and professional variables; (3) there would be little difference among administrators for the relationship between professional commitment and the career and professional variables; and (4) there would be no difference between administrators with and without teaching load in the career and professional variables. Results indicated that: most administrators had education-related majors; had much teaching and administration experience; were involved in upgrading or inservice education three to four days a year; stood neutral concerning professional values; on the average, were confident about professional competencies; were highly committed to their profession and on the average were satisfied with their profession. Administrators showed differences in career decisions and professional preparation. Highly committed administrators had significantly higher professional confidence and satisfaction. (The questionnaire and correspondence are appended.) (YLB)