In all times education reacts to the changes happening in the society. Both in scientific sources and professional literature the problems of purposeful use of informational technologies are also being raised, the informational aspects of university administration are analyzed, ICT implementation is analyzed as the necessity of the change of elements of the education system (methods, contents, means), the change of informational competence of educators and students is analyzed. Unfortunately, informational aspects of school administration are little analyzed although the integration of informational and communicational technology in school is one of the essential parts of education reform on the success of which the success of all education reform will depend. Therefore, we make a presumption that for education as for the important factor of the development of the society and the basis for social reforms, the objectives of creating informational society are especially important, ICT influences the administration of educational organization (particularly school). Innovations of information and communication technologies and their implementation in school administration are a specific process. It consists of different components depending on organizational features. Gymnasia, high, basic and primary schools are characterized by different organizational culture, the amount of informational technologies and the quality of their use in administration. The special attention should be paid to the subjects conditioning information policy at schools, the implementers of administration programs, therefore, it is expedient to analyze ICT implementation in the administration of schools of various type. The aim of the research - to investigate the factors conditioning the application of information and communication technologies in school administration.The methods of the research: analysis of scientific literature (we have attempted to study theoretical conceptions and performed researches of ICT application, implementation, and use in educational organization or school administration; we have identified school as a subject of change process), analysis of documents (helped to identify external and internal factors conditioning ICT implementation in school administration), questionnaire survey of managers and statistical analysis (allowed diagnosing factual ICT application in the administration of primary, basic, high (gymnasium) schools of Šiauliai Region, highlighted the factors related to organizational peculiarities of schools and managers' attitudes). In the process of school change organizational and administrational work should be based on contemporary electronic measures and methods. To master and use them is one of the main competences of school managers and teachers. In the process of rapid ICT development the computer competence of school managers gains bigger and bigger importance. The analysis of the documents has shown that the qualification competence of pedagogues is related to the use of ICT in education, however, qualification competence of managers is not so far related (there is a project so far) to the abilities of ICT use. The distribution of computers at schools is conditioned not only by school type, the number of students and teachers, but also by inconsistent financing, activeness of school community, participation in projects, and search for sponsors. The creation of ICT strategy in comprehensive school depends on manager's attitude and ability to form a team to implement concrete decisions.1. Baranauskas, P., Šaparnis, G., Šaparnien?, D. (2005). Veiksniai, darantys ?tak? švietimo organizacij? ugdymo proceso kompiuterizavimui (Factors that Affect the Process of Education Computerization in Educational Organizations) // Socialiniai tyrimai. Šiauliai: Šiauli? universiteto leidykla, 1 (5), p. 12- 25. 2. Evans, P., Wurster, T. S. (1999). Blown to Bits: How the New Economics of Information Transforms Strategy. Boston: Harvard Business School.3. Markauskait? L. (2000). Informacijos technologijos diegimo ? ugdym? Lietuvos vidurin?se mokyklose tiksl? analiz? (Goals of Integration of Information and Communication Technology in Secondary Schools of Lithuania) // Informatika, 1 (35), p. 7-28. 4. Otas, A. (2001). Informacin?s visuomen?s išš?kiai mokyklai ir universitetui (The Challenges of Information Society for School and University) // Informacijos mokslai, 18, p. 11 - 17. 5. Šaparnien?, D. (2002). Student? kompiuterinis raštingumas: ribot? ištekli? visuomen?s edukacinis ir psichoanalitinis kontekstas (Students' Computer Literacy: Educational and Psychosocial Context of Society with Limited Resources). Ph.D. thesis. Siauliai University.