The findings are presented of two research studies designed to identify the causes of perceived inefficient and ineffective performance by administrators in institutions of higher education. The first study examined operational dissonance among the three levels of academic administrators (chairpersons, deans, and provosts) in complex research-oriented universities, and the second examined task-specific tension and stress levels and their effects on the quality of administrator decision-making. The results disclosed incongruent role perceptions and expectations leading to dysfunctional performance, and particularized the tasks promoting low quality decision-making due to stress. Remediation methodologies to increase role consonance and reduce stress are postulated toward elevating the quality of administrative performance. (Author)