The overall purpose of the study was to identify relationships between perceptions of vocational female faculty and vocational administrators in four types of vocational institutions: area vocational school, community college, comprehensive high school, and postsecondary proprietary school. Data was obtained from 1,404 vocational female faculty and 1,181 vocational administrators through an Equalitarian Perception Scale (measuring differences of perceptions) and a demographic data form (measuring status). Relationships between institutional type in the areas of dual-role conflict, career aspirations, and advancement possibilities are identified for both the vocational female faculty and administrators. Demographic characteristics for both groups, the origin and importance of the study, a review of pertinent literature and four related sub-studies, procedures and data analysis, findings, a summary, and list of 10 recommendations are presented. Sixty-four tables and 19 graphs supplement the text. Findings indicate an adverse dual-role conflict, limiting female faculty in their career aspirations and self-concepts. Postsecondary proprietary school female faculty responses differed significantly from their counterpart responses in the three other kinds of schools; there was less disagreement among administrators. Preservice and inservice programs for both male and female faculty and administrators are recommended. The questionnaire is appended. (Author/LH)