An examination of the impact of principals' administrative styles on school climate and culture to explain the discrepancy between observed and quantitative analyses in principal evaluations is the purpose of this study. A 3-year study of four secondary school principals utilized qualitative methodology (observation and interviews) and quantitative survey analysis. Contradictory findings of the different methodologies indicate the inadequacy of a single methodology for evaluation research. A recommendation is made for inclusion of the concept of process and recognition of human needs in a definition of effectiveness. Several factors for effective schools include fit between system and school goals; choice of goals; fit of goals with student, staff, and parent needs; and goal implementation strategies. The choice of goals and their relatedness to student and teacher needs were found to be critical for principal success in implementing new programs. Six statistical tables and samples from a school profile inventory are included. (24 references) (LMI)