In recent years, almost all major changes and innovations in education have come out of suburban or urban schools, suggesting that rural schools are more resistant to change. The Myers-Briggs Type Instrument (MBTI) was completed by 86 school administrators to examine the extent to which the psychological traits of rural administrators might contribute to resistance to change in their districts. Respondents came from rural, suburban, and rural transitional districts--those in the process of becoming suburban. Of 16 possible MBTI personality types, 2 are characterized as supportive of the status quo and lacking in vision. These two types comprised 61 percent of rural administrators, 50 percent of rural transitional administrators, and 27 percent of suburban administrators. With regard to the diversity of personalities on the management team, only 7 personality types were found in the rural sample, while 12 types each were found in the rural transitional and suburban samples. Likewise, female administrators made up only 10 percent of the rural sample, compared to 16 percent of rural transitional and 29 percent of suburban administrators. Creating a quality school requires a diverse management team whose members' abilities complement each other. To build a school improvement team with the necessary diversity, superintendents must know their own and their fellow administrators' strengths and weaknesses, add personnel with the missing strengths, arrange for team training, and adjust workloads to provide time for team development. (SV)