The ethics associated with the use of power by school administrators are discussed. Certain power tactics are analyzed and questioned in relation to ethical issues. The analysis is based on the belief that the guiding principles for leadership are transactional, not coercive or charismatic, and that power needs to be used with respect. (MD)

Takes a tongue-in-cheek look at the authority of the school administrator--which, says the author, "could be compared to that of a frog in charge of an alligator pond".

Outlines the uses of power in the position of principal. Includes definitions of types of power and explains how to implement an empowering approach that enables principals to have power "with" not "over" their teachers. (MD)

Reasons principals give for leaving the principalship involve job conditions more than personal or community circumstances. Diminished authority contributes to the attrition rate. From a random survey of 4,766 secondary school principals, just under 10 percent (446) indicated they had decided to leave the principalship in 1979. (Author/LD)

The results of the introduction of politics into education can be a new kind of leadership that pursues educational goals through the acceptable, honorable, democratic processes of this country. (Author/IRT)

Identifies the components implicit within the school curriculum that tend to foster cultural oppression and ethnic deprivation of black students. Points out schools can help black youngsters in their search for identity and self-determination. (Editor/RK)