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The theory that perceptions of job facet satisfaction are already weighted by importance was investigated with reference to elementary and junior high school principals in Alberta, Canada. Relationships were examined between (a) the importance of job facets for satisfaction and (b) satisfaction with job facets and overall job satisfaction. Results indicated that, contrary to findings in professions other than education, assessments of facet importance may not be implicit in assessments of job satisfaction. Facet importance and facet satisfaction should therefore be investigated as separate variables, and initiatives to enhance school administrators' satisfaction may best be focused on important matters such as involvement in hiring of staff (elementary schools) and the performance of students and teachers (junior high schools). In view of the changing role of school principals in many locations, studies of job satisfaction and the importance of job facets for satisfaction are needed urgently.

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AaSTgACT: Conventional approaches to curriculum development employed in western countries have proved to be unsatisfactory. Much of the literature as well as the practice of curriculum development have focussed on two traditional stances w the administrative and grass-roots models --and neither has been able to accommodate concurrently the theoretical and practical objectives, skills, and needs of central administrators, teachers, and curriculum specialists. In this paper, a brief examination of the characteristics, prevalence, benefits, and major shortcomings of these two models provides a basis for describing an approach that may better fulfil the multiple and competing demands of educational administrators and users. The article elaborates upon and defends a theoretical plan for involving administrators and educators in co-operative curriculum developmerit, and specifies additional organizational requirements and constraints which would need to be dealt with in order to effect its intent.K~YWORDS: policy making, administration, centralization, decentralization, school-based, constraints, Australia, Canada In many respects, curriculum development approaches employed in Canada, Australia, Britain, and other countries over recent years have been unsuccessful. Many of the difficulties have stemmed from continued reliance upon inadequate models of curriculum production. Educational policy-makers need to consider alternative slrategies for the development of school curricula in order to capitalize upon the strengths and minimize the undesirable characteristics of current approaches. This paper advances and defends a plan for revising curriculum development policy in locations which have long adhered to administrative and grass-roots models, thereby providing a basis for renewed discussion of curriculum development strategies.Many contributors to the literature on curriculum development have focussed upon problems associated with the conventional models. Some have offered conceptualizations --in most instances, compromise plans --to guide efforts