The overrepresentation of men in educational administration may be a result of inappropriate attempts to replicate in education the organizational structures of noneducational enterprises rather than a result of women's interests in or capabilities for administration. This paper opens with a description of the "critical theory" of educational administration that is increasingly challenging the suitability of applying concepts of scientific management to education. Although it may be too late to avoid the application to education in Western societies of organizational theories developed through the study of male-dominated organizations within the larger male-dominated society, it may be possible to prevent their inappropriate application--and the consequent masculinization of educational administration--in the Third World. The paper next reports on a research effort to determine the gender-related attitudes of men and women educators in developing countries. The need to characterize sex-related differences neutrally is emphasized. The paper then considers the criteria that would be appropriate to an unbiased management model and proposes a holistic model that meets the criteria. The model supports training all teachers for management and suggests accounting for the manager's life off the job. (PGD)