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The purpose of this paper is to examine the variables affecting the power relationships between an elementary principal, his superordinates, and his subordinates as they relate to the conversion of policy decisions into organizational practices. With the centralization of school districts, the increased pressure for community participation in school decisions, the rise of teacher militancy, and the push for a code of students' rights, power relationships in school systems have been in a state of flux. The model presented is based on data collected when the author was participant-observer in a school district. (Author/IRT)

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]