The central concern of the research reported in this speech was to investigate the relationships between the manner in which a senior high school principal administers rules and the teachers' perceptions of the principal's leadership, and staff militancy. The authors first discuss the conceptual framework for the study and then present the four hypotheses which were developed and tested: that principals with high representative rule administration behavior will have a staff with low militancy and will be perceived as having high leadership, and that principals with high punishment-centered rule administration behavior will have a staff with high militancy and will be perceived as having low leadership. The sample consisted of 15 senior high school teachers from each of 24 high schools. The presentation includes descriptions of the instruments used to measure militancy, leadership, and rule administration; the design of the hypotheses tested; and the test results. The document concludes with a discussion of the results and their implications, and makes recommendations to high school principals for rule administration. (Author/DN)