Nine conference papers examine educational administration in Canada and England. Three papers present the results of survey research on rural principals' reactions to decentralized budgeting in Saskatchewan (Canada), the impact of local government reforms on local educational services in England, and the effects of principals' leadership styles on teachers' job satisfaction, satisfaction with supervision, and participation in decision-making. Another paper proposes research using videotapes to discover whether classroom supervision focuses on the teacher, the student, or both. One author discusses the questions of what schools do and how and why they do it, as an aid to administrators seeking to identify the larger goals of educational administration. Two papers tell of events in Canada, the first recounting a school closing in Manitoba and the second describing a school-community project in northern Alberta. Problems of research methodology are examined in a paper describing participant-observation research in a secondary school in England, and another author proposes a theoretical model of collective bargaining. (RW)