The author develops the notion of the modern educational bureaucracy, suggesting that the decisionmaking process of the school is controlled by two authority structures -- the administrators and the subordinates. The intent of this paper is to explore the interaction of these two sources of authority and to analyze the implications for the process of educational change. In addition, the paper examines two potent educational forces that are threatening to disrupt the delicate balance-of-power relationships that now govern the schools. The author argues that the "accountability in the classroom" movement threatens to thrust the administrator into the center of the sphere of influence traditionally maintained by teachers, and that the "collective negotiations" movement is propelling the teachers squarely into the sphere of influence traditionally maintain by administrators. The result will be a new form of educational bureaucracy that will have specific implications for the process of change. The author concludes his paper by hypothesizing on the character of the new educational bureaucracy as it relates to educational change. (Author)