The author focuses on the school principal in this investigation of administrator role in relation to administrator evaluation. He conceives of role as a social construct (a product of the institution as a social system) and delineates two dimensions of role--task and style. The task component defines what the principal is expected to do, while the style component defines how the principal is expected to perform these tasks. The author maintains that evaluation designs need to describe and analyze role behavior in both of these domains. He proposes the use of a social systems model to help delineate the major sources of variation in role expectations, information essential for the development of administrator evaluation systems. He concludes by cautioning that evaluation should not seek to outstrip the knowledge base that supports it. (Author/DS)