The purposes of this study were to examine the importance that elementary principals place upon the terminal value freedom in relation to the development of teachers, and to examine the consistency of elementary principals' decision making along a teacher-supportive to supervisor-supportive continuum. One hundred elementary principals in Ontario were investigated using the Rokeach Values Survey (rating the importance of ten terminal values and four instrumental values), the Rotter Locus of Control Survey, and the Instructional Decisions Survey, the latter consisting of four instrumental value scores: trust, loyalty, self-reliance, and self-direction. Following administration of the instruments, all the principals were interviewed regarding their attitude toward the influence of the administrative structure and of teacher characteristics on principals' decision making. Results indicated that the terminal value freedom was rated higher than the nine other values combined, that trust was considered the most important instrumental value, and that teacher-supportive elementary principals tend to be the most collaborative, loyal to teachers' beliefs, and supportive of teachers' self-reliance and self-direction. Twenty-one tables, three sample scenarios, and a scoring key for the Instructional Decisions Survey are appended. (TE)