The purpose of this qualitative case study was to explore and examine the perceptions of the leadership behaviors of elementary school principals based on previous experience from teachers and principals. The Texas Legislature passed Senate Bill 1031 (80th Texas Legislature, 2007) and House Bill Three (HB 3, 81st Texas Legislature, 2009) to support elementary schools in strengthening educational structures and strategies for increasing principal engagement. Senate Bill 1031 and House Bill Three combined to form the House Bill Three Transition Plan that served as a new vision for education for Texas children. There is a leading absence of knowledge and emphasis placed on the perceptions within this initiative of the House Bill Three Transition Plan concerning the unrecognized cognizance of the leadership behaviors of elementary school principals from the primary aspect of Texas schoolteachers, principals, and administrators. The results indicated the perceptions of the leadership behaviors of elementary school principals established charisma, fostered student-to-teacher allegiance, promoted teacher-to-principal loyalty, and efficacy in the principals' position.

Examines principals' and teachers' perceptions of principals' leadership behaviors and whether leadership behaviors impact student learning viewed through the lens of transformational leadership. Analyzes using mixed methods seven elementary schools in a medium size district in the central region of North Carolina. Addresses the factors that challenge principals as they provide leadership in their schools. Includes principal interviews and focus groups as qualitative data.