Abstract
The conditions that prevailed in the practice of administration in 1959 are reconstructed. A number of significant influences that developed during the period 1959-1981 are identified and discussed in detail, and the impact of these influences on schools as well as upon those who are charged with administering schools is assessed. The thesis is advanced that the assumptions on which administrative practice was based in 1959 have been totally reshaped by the events of the intervening years, and as a result, roles of educational leaders today have been redefined in ways that require incumbents to be far more political and advocative in their behavior, while functioning in an atmosphere of greater stress and conflict.
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