The authors discuss the trend emerging from organizational research which shows in part that administrators are more effective as they are perceived to be considerate of their subordinates. Based on field observations and on the contention that (in an era of increasing collective behavior on the part of teachers) hostility might take the form of increased teacher militancy, five hypotheses were developed and tested in their null form. Results on two of the hypotheses indicate no relationship between teacher militancy and either representative- or punishment-centered rule administration. Results on two other hypotheses leave little doubt, however, that when elementary principals are perceived by teachers as being representative-centered in their rule administration, they are also perceived as having high leadership; and likewise that when they are perceived as being punishment-centered they are also perceived as having low leadership behavior. Results on the fifth hypothesis confirm that teacher militancy declines as the perceived leadership of the principal increases. (Author)