A PERCEPTUAL TAXONOMY OF THE EFFECTIVE-RATED TEACHER'
THE INTENT of this paper is to show that: 1. Perceptual systems of school administrators are amenable to measurement, in terms of both (a) form, and (b) content, 2. Principals exhibit differences between those teacher-behaviours they tend to notice and those they value (value is throughout used in the re stricted sense of worth on the job, i. e., ef f ec tiveness), 3. Administrator's perceptions of teachers project the value systems of school administrators, and 4. Through their perceptions of teachers, adminis trators belie their own leadership styles, partic ularly with respect to system-centredness and in dividual centredness. Those four statements could have been called hy potheses. In the present context, they serve to spell out the otherwise diffuse but pe r s i s t e nt pur poses of this part of an ongoing study of the inter personal perceptions of public school administra tors.