Since the National Commission on Excellence in Education stated the nation was "at risk," there have been efforts to design and implement improved teacher delivery strategies that would enhance classroom instruction. In spite of reform efforts, crucial decisions affecting teachers' classroom practices still have a tendency to be made by administrators and other policymakers at all levels. Despite some gains by teachers, local administrators and officials are still exercising control over teachers and their classroom practices, while, at the same time, teachers are being held responsible for all phases of mandated reforms. A study sought to identify factors that contribute to the lack of congruency between proposed educational reform and its application in the classroom. The study examined the responses of 5 superintendents, 5 principals, and 10 teachers concerning their management or leadership notions. The following questions were asked: Do you consider yourself a manager/leader? What makes you a manager/leader? Does what you do make you a manager/leader, or how you do it? and From your experience, what makes a good manager/leader? The findings appear to indicate that the lack of implementation and goal attainment is directly related to various miscommunication factors. The following indicators were determined as a result of the research: (1) top-down management styles were evident by the majority of the administrators' answers; (2) Nonparticipatory, noncollaborative work environments were the norm; (3) teachers should be given direction in the view of administrators; and (4) teachers do not take the initiative; they allow policies to come from above. (Contains 7 pages of references.) (DFR)