This study examined selected aspects of the exercise of influence in educational organizations. Power motivation, characteristics of the exercise of influence, and influence effectiveness were studied. A sample of elementary school principals indicated their perceptions and behavioral intentions relevant to the exercise of upward influence in several common decision situations. The results of the study suggest that principals who were rated high in influence activity can be characterized by both high instrumental and intrinsic power motivation, as well as high self-perceptions of power. Several situational factors surrounding the exercise of influence were found to be related to choices among alternative influence targets and the likelihood of using various methods of influence. The likelihood of using "manipulation" as a method of influence was found to most consistently differentiate between principals rated high and low in influence effectiveness, with high effectiveness principals indicating they were more likely to use this method. (Author)