Abstract
A qualitative study of the sociometric relationships was conducted among high level administrators at an urban district's central office with respect to their knowledge of and attitudes toward school-based innovations. Analysis of data found little evidence either structural or behavioral ht personnel in this school district's central office had a clear understanding of what innovation is or of the complexity inherent in implementation processes. The lack of leadership, the overreliance on externally-funded programs, and the proliferation of unrelated job responsibilities all contimbute to the district's limited effect on school-based innovations.
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