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The percentage of educational administration graduates and students who are women has been increasing since the 1980s. The study reported in this article identified continuing barriers to the employment of women as secondary school prin cipals and superintendents. Strategies are discussed that were reported by educa tional administration departments in UCEA universities as a means to overcome deter rents to women in school administration. Changes in schools, the role of school councils, societal changes, and an anticipated shortage of personnel to fill vacancies for principal and superintendent positions offer a teachable moment for addressing gender inequities in the field.

School‐based, decision‐making councils were studied as vertical teams, groups of individuals who share a common purpose but operate on different levels from different role perspectives within the organization. These role perspectives were considered important determinants of the amount of conflict experienced by council members when conflict was considered to be a function of the bases of leader power of the principal and the social influence of the council members. Subjects were from 144 schools in Kentucky, representing the three school council constituencies: teachers, principals, and parents. Findings of the study revealed significant differences in the amount of conflict, power, and influence between the three council constituencies and a significant relationship between the amount of conflict and power and influence.

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