Abstract

(This paper was presented as the Walter D. Cocking Lecture at the annual meeting of the National Conference of Professors of Educa tional Administration [NCPEA] held at the University of Tennessee, Knoxville, in August, 1976. Permission to publish the lecture as an article in the EAQ was granted by the NCPEA through its Secretary- Treasurer, Professor Michael P. Thomas, Jr. Members of the EAQ Editorial Board and staff acknowledge with appreciation the courtesy extended by the NCPEA in allowing the EAQ to make this Cocking Lecture available to its readers. -eds. )

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