The object of this study, conducted in the Philadelphia, Pennsylvania, School District, was to examine whether or not the urban elementary school administrator's assessment of the community's ability to reward or punish is a significant factor in his perception of his own role performance, his leadership style, and his work with the community and its organizations. Data were collected by the survey-statistical technique using (1) the Principals Profile and (2) the School Community Resources and Assessment Form. The data indicate that there are differences in leadership styles, community workmanship, and the role performance of principals in communities viewed as high power (able to punish) as opposed to those viewed as not. (Author)