The purposes of the research reported in this paper are, first, to study the actions taken by school principals to facilitate a curriculum change in their schools and, second, to determine the relationship between those actions, the leadership style of the principal, and the extant situational variables. Data were collected by means of bimonthly structured interviews with nine elementary school principals, selected on the basis of leadership style--four responders, three managers, and two initiators. A variety of other research tools were used to cross-validate and enrich the interview technique, including interviews with subordinates working under the principals. The findings present relationships that were found between the style of the principals and the following work behavior variables (after Mintzberg): brevity, variety, fragmentation, medium, flow, and location. Thereafter, nine propositions about situational influences are discussed. In the summary, four key conclusions are drawn: (1) previously identified characteristics of manager working behavior have been confirmed, but behaviors are clearly influenced by style; (2) style has greater influence on manager behavior than situational variables; (3) it is possible to identify distinct manager styles; and (4) style is very stable, despite varying behaviors. Four pages of references are included. (TE)