This paper reports on a research study designed, in part, to explore the expression of bureaucracy (or structural management) and culture (or symbolic management) in the work of eighteen elementary school principals in Louisiana. In addition, the study compares principals in nine of the schools categorized as "more effective" and nine categorized as "less effective," based on mean scores on the reading section of the Louisiana Basic Skills Test (LBST). Findings disclose an apparent reliance on bureaucratic procedures and externally defined purposes, and a sensitivity to adult (political) influences in the less effective schools. This contrasts with a use of process and symbols, a broad and internally forged definition of purpose, and a "child-as-client" orientation in the more effective schools. References are included. (TE)