This book reports on three studies of organizational renewal conducted in eight elementary schools--four of which ranked high in organizational renewal and four of which ranked low. Examining the schools as a social system, the book deals with the theoretical context of institutional renewal in general and summarizes several empirical studies conducted within the theoretical framework developed by Getzels and Guba. Each of the three studies asks a question about the organizational and administrative concomitants of the ability to attain the goal of organizational renewal--What is the relation between the leader behavior of the principal and the school's organizational renewal ranking? What is the relation between types of strain or conflict between the teachers' personal dispositions and role expectations, models of adaptation to the strain of conflict, and the school's ability to achieve organizational renewal? Are the relations between the values of the teachers, the principals, and the parents associated with the school's organizational renewal ranking? (Author/IRT)