QUESTIONNAIRE RESPONSES FROM EDUCATORS IN 13 URBAN, SUBURBAN, AND RURAL SCHOOL SYSTEMS (12 IN PENNSYLVANIA AND ONE IN NEW YORK STATE) WERE ANALYZED TO DETERMINE THE INFLUENCE OF ROLE AND PERSONALITY FACTORS IN THE PUPIL CONTROL IDEOLOGY OF PUBLIC SCHOOL PRINCIPALS AND TEACHERS. PUPIL CONTROL IDEOLOGY WAS CONCEPTUALIZED AS A CONTINUUM, RANGING FROM CUSTODIALISM OR RIGID TRADITIONALISM AT ONE END TO HUMANSIM OR LEARNING THROUGH INTERACTION AND EXPERIENCE AT THE OTHER. OPERATIONALIZED VARIABLES INCLUDED RESPONDENT'S ORGANIZATIONAL POSITION, PUPIL CONTROL IDEOLOGY, AND DOGMATISM. THE PUPIL CONTROL IDEOLOGY FORM WAS COMPLETED BY 486 ELEMENTARY AND 477 SECONDARY SCHOOL TEACHERS, 84 ELEMENTARY AND 97 SECONDARY PRINCIPALS, AND 180 COUNSELORS (1,324 TOTAL). THE DOGMATISM SCALE WAS COMPLETED BY 376 ELEMENTARY AND 429 SECONDARY SCHOOL TEACHERS AND 79 ELEMENTARY AND 89 SECONDARY SCHOOL PRINCIPALS (973 TOTAL). CORRELATIONS AND SCORES PRESENTED IN 28 TABLES SUPPORT THE STUDY'S FOUR MAJOR FINDINGS--(1) TEACHERS WERE MORE CUSTODIAL THAN PRINCIPALS OR COUNSELORS IN PUPIL CONTROL IDEOLOGY, (2) ELEMENTARY TEACHERS AND PRINCIPALS WERE LESS CUSTODIAL IN PUPIL CONTROL IDEOLOGY THAN THEIR SECONDARY SCHOOL COUNTERPARTS, (3) TEACHERS WITH MORE THAN FIVE YEARS OF CLASSROOM EXPERIENCE WERE MORE CUSTODIAL THAN WERE TEACHERS WITH FIVE YEARS OR LESS OF CLASSROOM EXPERIENCE, AND (4) CLOSED MINDED TEACHERS AND PRINCIPALS WERE MORE CUSTODIAL THAN OPEN MINDED TEACHERS AND PRINCIPALS. THIS DOCUMENT IS AVAILABLE FROM THE ADMINISTRATIVE COMMITTEE ON RESEARCH, THE PENNSYLVANIA STATE UNIVERSITY, 207 OLD MAIN, UNIVERSITY PARK, PENNSYLVANIA 16802, FOR $1.00. (JK)