This paper highlights the findings of Gougeon's 1989 study of high school principals of schools with grade configurations 9 through 12 in the state of Washington, a study based on the Principal Leadership as Social Control (PLASC) theory. Accordingly, the first section describes the PLASC theory as social control of teachers through power- and authority-based interactions that bring teacher expectations into alignment with the expectations of the school. The PLASC theory explains social control of teachers through a matrix of six leadership dimensions, three authority-based and three power-based. In the PLASC instrument used in the study, these leadership dimensions are measured by means of Likert scales through which principals assess the importance they attribute to each dimension, in both theory and practice. Results are reported for each of the six dimensions: (1) Organizational Functional Structures Dimension (OFS); (2) Teacher Experiences Systems (Authority) Dimension (TESA); (3) Principal Task Activities Dimension (PTA); (4) Power Structure Systems Dimension (PSS); (5) Teacher Experiences Systems (Power) Dimension (TESP); and (6) Principal Reward/Punishment Actions Dimension (PRPA). Remaining sections discuss dynamics of the leadership process and the meaning of leadership as social control. The study proposes three communication alternatives--official, personal, and structural--that principals can employ to gain effective social control over teachers. References are included. (TE)