Identification of principals' instructional leadership behaviors and the time they spend involved in the process of school improvement is the purpose of this study. A second focus is on the ways in which principals build school cultures. The Principals Instructional Management Rating Scale (PIMRS) (Hallinger 1983), the National Task-Time Survey (NTTS) (Howell, 1980), and semistructured interviews with principals were used to collect data. The sample included all principals and 151 teachers (97 percent) in the five most effective Chapter I elementary schools participating in a school improvement program. Principals indicated that their most frequent behaviors were related to academic concerns, followed by interactive behaviors, and then by behaviors requiring intensive time commitment. Purkey and Smith's model of four process variables, or culture concepts, necessary to sustain a productive school culture are applied to the principals' reported behaviors. They include collaboration, community, expectations, and order. Findings indicate that most principals have internalized the norm of high expectations for their students and teachers, and were least concerned with behaviors related to maintaining order. Recommendations call for building positive school cultures to promote academic success, and for providing principals with the necessary knowledge and training. The primary focus should be on the development of a sense of community and collaboration, with an understanding of culture concepts. Tables present the statistical results of the three methodologies. (21 references) (LMI)