The schools, bombarded by several forces both externally and internally, have become enmeshed in an accountability syndrome. The school principal, as usual, is right in the middle and is being asked with greater frequency to become accountable for his administrative performance. In order to cope with this situation, the principal must take the initiative and respond to the syndrome. A beginning for the principal could well rest in the realm of proficiency in the development, implementation, and evaluation of performance objectives. Three steps toward achieving adroitness in this area are (1) the establishment of a strong frame of reference for the development of performance objectives, (2) the development of the ability to create a viable hierarchy of administrative task areas in which to devote time and energy, and (3) the acquisition of skill in applying the techniques of analyzing administrative performance. (Author)