This document reports on a study that investigated the relation between the secondary principal's instructional expertise -- as perceived by the classroom teacher -- and the likelihood that a teacher with an instructional problem would seek the principal's assistance. The major conclusions were: (1) perceived expertise is the most important variable in determining the likelihood that a teacher will seek the assistance of another individual, whether that person is principal, department head, teaching colleague, or member of central office staff; (2) of the four potential sources of instructional leadership, teachers perceived the principal as possessing the least degree of expertise for helping with instructional problems; and (3) as a result of these findings, the principal may need to redefine his role responsibilities. (Author/LLR)