Since the advent of effective-schools research findings, educational administration experts have advocated a democratic and collegial leadership style for school administrators. This paper provides the findings of a study that examined 43 beginning administrators (25 females, 32 Caucasians, 9 African-Americans, 2 Hispanics) to determine what measurable and significant personality and stylistic-preference changes occurred after a 3-year period. Sixteen of the subjects were principals, 14 were assistant principals, and 13 were based at the central office. The study employed a test-retest design, and two instruments were used to examine psychological changes. The findings show that after 3 years on the job, beginning school administrators experienced detrimental personality and leadership-style changes. They became more bureaucratic and less democratic. As a group, they experienced personality shifts and became more controlling, exacting, driven, and overwrought. Women and African-Americans exhibited the most changes. The findings were supported by the results of the Myers-Briggs Type Indicator. Neophytes demonstrated a style change from feeling- or people-oriented to more thinking- or fact-oriented. They all became more judgmental and less perceptive. Since effective-schools research has proven that administrators with a more democratic style are more effective, the shift in style was detrimental to beginning administrators. (RJM)