In the early 1980s, the National Commission on Excellence in Education called for reforming the recruitment of educational administrators. Today, this call has heightened importance because nearly half of the nation's superintendents report difficulty in filling principal vacancies. This research contributes to the literature about the principalship by examining whether teacher reactions to aspects of the principalship are subject to individual differences among the teachers and by using teachers, rather than administrators, as study participants. Seventy percent (n=139) of the students enrolled in educational administration classes elected to participate. The study sample consisted of nearly equal member of females and males. Multiple-regression analysis was used, in which teacher characteristics, job attributes, and working conditions served as independent variables, and teacher ratings of the principal's job served as the dependent variable. Results showed that most of the participants were highly attracted to the job and attributes of the job "swamped" other variables in terms of job attraction. Internal conditions of the workplace, such as the potential for job-related stress and time requirements, mitigated the positive influence of the job attributes. Female teachers were more likely to be deterred by the undesirable working conditions than were male teachers. Further research is recommended, such as investigating whether community leaders have unilateral power to alter the principal's role. (Contains 19 references and 3 tables.) (RT)