Administrator development programs are multiplying, yet little is known of their effects. If instruction is meant to produce cognitive, affective, and psychomotor changes in participants, inservice programs should duplicate that process--and, by extension, improve schools. Two instruments in each of four areas (cognitive , affective, psychomotor, and organizational) were used to study five 1980-81 Melbourne, Australia, programs. Attitudes toward self and others and professional orientation scales, for instance, measured affective changes, while organizational health and structural properties questionnaires examined schools. Pretest and posttest score results show cognitive changes in leaders' role conceptions. Leaders also gained in self-confidence and appreciation of others, and in altered attitudes toward professionalism. Leaders' skill and behavior patterns as perceived by subordinates improved, whereas schools improved in organizational health and became less bureaucratic. Analyses of data by programs yielded similar findings. This study of program effectiveness has limitations, yet holds specific lessons for those concerned with profesisonal development. (KS)