The economic and social pluralism that has allowed collective bargaining in the public sector has also contributed to the redefinition of labor and management. Principals, for instance, act as management in relation to teachers but, when faced with their own interests in salary, promotion, and termination, principals stand before the board and superintendent in the same role as the teachers. It was not until after the Second World War that administration became an identifiable discipline separate from teaching and not until 1972 that administrator bonds with the National Education Association were dissolved. These two developments, combined with the growth of teacher unionization, have caused principals so much concern with their present position. There is disagreement over the impact of teacher bargaining and the administrative team on the power of the principal. It is clear, however, that some principals feel that they have lost power and that the administrative team is not a way of regaining it. These principals are forming their own bargaining units. Principals who do unionize should be wary of the reaction of higher level administrators, the board, and administrators who do not choose to unionize. (Author/IRT)