Status identities in schools, colleges, and departments of education were investigated using Q-factor analysis. Ninety-six education professors, deans, and administrators involved in central roles (provosts for instruction or vice-presidents for academic affairs, and academic deans in smaller institutions) were studied. Large, small, public and private four-year schools were included. All subjects were characterized by institutional size, years of experience, institutional type, highest degree held, and whether they worked through the central office or in education programs. The study yielded 72 subjects for data applicable to factoring. Two Q-factor types were generated which, based on analysis of z-score arrays were labelled "The Assured Academic" and "The Threatened Academic." These two types are discussed and item-descriptions with descending z-scores are included for each as well as an array of z-scores which differentiate the types. The factor analytic methodology is explained and comments are included regarding the differences between Q-factoring and the more familiar R-factoring procedure. (Author/SW)