To test a situational leadership model, this study sought to determine (1) whether, among a population of educational administrators in East Tennessee, individuals possessing high flexibility/high effectiveness leadership characteristics can be identified and (2) whether those leaders consciously apply Hersey and Blanchard's concept of maturity criteria in selecting subordinates for task assignment. Data gathered from 66 school-level administrators on central office supervisors measured levels of effectiveness and flexibility regarding situational decisions. Interviews with high scoring respondents ascertained application of the criteria. Analysis reveals these major findings: (1) individuals scoring high in effectiveness and flexibility categories can be identified; (2) older men were proportionately better represented than younger men in these categories but data for women did not show this trend; (3) while years of administrative experience compared to classroom experience of male respondents were nearly equal, women's classroom experience was more than twice that of administrative experience; (4) the major Hersey-Blanchard criteria of subordinates' goal-setting abilities were not identified as being a consideration for choosing a subordinate for specific tasks; and (5) dependability and personal chemistry were frequently used new criteria. A more representative sample is needed to confirm conclusions. Investigation should verify leaders' use of criteria and clarify the relative proportion of high flexibility/effectiveness males and females. Fifteen tables provide data results. (CJH)