A study explored the differences between educational administrators with or without a doctorate degree. Members of a seminar for beginning practicing administrators interviewed 19 pairs of educational administrators in equivalent positions--one with a doctorate and one without. Utilizing Leithwood's "principal effectiveness" taxonomy, significant differences were found between the levels of administrator development, particularly in the areas of accomplishments, community participation, and sources of information utilized. Doctorate holders tended to hold a more theoretical perspective and to promote racial and/or gender equality and multicultural awareness. Although the findings fail to prove that the doctorate makes a better instructional leader, they suggest that doctorate holders have a broader perspective and are more likely to engage in instructional leadership behaviors than those without the degree. (10 references) (LMI)