By 1990 Australia had experienced almost 10 years of incessant activity to restructure education. In many respects, educators are not in control of the change process. This paper explains transformations that have occurred in the senior education positions, in the shape of educational organizations (including schools), and in the way education is being conceived of and described. Concerning educators and managers, the education profession is no longer a definable club, but has become a more diffuse, complicated, and political arena. Senior educators are termed "chief executives" and are usually highly mobile, middle-aged males who have economics degrees, but may not be professional educators. Newly emerging school organizations are characterized by simple, politically controlled, and efficient management; portfolio and policy coordination; lean head office management; decentralized responsibility; and reliance on national government policies and priorities. The postbureaucratic organization banishes certain assumptions regarding specialization, hierarchy, and status, and substitutes the constellation or network model. Somehow, "educational administration" has been transformed into "efficient management." Speculations are provided concerning possible future developments, such as self-governing (privatized) schools, professional services, school administrators' roles, teacher career patterns, and career planning. (44 references) (MLH)