In this national survey, local changes in primary and intermediate schools are examined in response to radical administrative restructuring of the New Zealand educational system. Recent administrative moves toward decentralization are based on the assumption that such changes will improve educational quality. The study focuses on the relationships among trustees, principals, teachers, and parents at the school level; their participation in and knowledge of decisionmaking; resource allocation; and changes in school policies. Questionnaires were mailed to a random stratified sample of 239 schools, a 10.5 percent sample of all public primary and intermediate schools. Response rates were 75, 70, 75, and 44 percent for principals, trustees, teachers, and parents, respectively. Results of each questionnaire are presented in four chapters, which include statistical data and respondents' comments. A conclusion is that the rapid changes, increased workload, and uncertainty of school funding have increased many participants' skepticism of the educational system. Outcomes of administrative changes have contributed to increased ambiguity of local administrators' roles and may negatively affect parents' attitudes if costs increase or if traditional educational values are threatened. 59 tables and 23 figures are included. (LMI)