This document includes a research review and commentary on the role, career, and work of assistant principals; an overview of theories and concepts useful to studying the administrative career in education; and propositions regarding professional training practices and personnel policies in education. Results of a review of the research on the assistant principal from a sociological perspective indicate that the research has contributed little to increasing understanding of the social character of the school work setting, the careers of administrators, or problems associated with training and developing educational administrators. Researchers in educational administration are encouraged to draw more upon sociology theory and research, to focus their research on work contexts and day-to-day social behavior, and to employ research strategies appropriate for investigating social phenomena. Developing an applied/action research partnership is suggested as a strategy with potential for both scientifically useful research and for school improvement based upon problem-centered inquiry. Propositions are listed to provide understanding of the administrative career and to increase the potency of the socialization and on-the-job performance of principals and assistant principals, with the conclusion that fundamental changes in professional preservice training programs and career socialization processes must occur. (DCS)