The focus in this paper is on political styles, political organization, and political interaction among educational power persons and groups. Recent research studies by the authors have looked at teacher perceptions of their power over curriculum. Questionnaires and interviews were administered to a random sample of teachers in several Michigan school districts. The researchers found that teachers are undecided about their ability to influence curriculum policy-making, that material considerations are of much greater importance than curriculum and that administrators have authority over curriculum but the board has more influence on material considerations. Current research by the authors investigates whether principals are "bureaucratic organization men" or "negotiator statesmen." Questionnaires and interviews will be completed by elementary school principals in Michigan. Preliminary findings indicate that community conflict and principal alienation are positively correlated, bureaucrats outnumber "negotiators," and principals are more affected by internal than external political turbulence. The authors maintain that principal training is lacking in courses on educational processes. In response, educational administration departments need to take a more multidisciplinary social science approach, including theories of social organization and political process and group dynamics analysis. (Author/JM)