Working conditions of school leaders in Sweden are influenced by the state and various interest groups. Results of a study to compare teachers' perceptions of school leaders' work with their formally designated tasks are reported in this paper. Reasons for school leaders' working conditions are also discussed. A mailed questionnaire was completed by 2,197 out of 2,800 teachers in 11 municipalities, a 78 percent response rate. Findings indicate that teachers' expectations of school leaders did not correspond with the formal tasks that were established by the governing body, pointing to an inherent conflict within the school organization. Teachers expected principals to perform operational functions separate from teaching, while principals' official job responsibilities emphasized instructional leadership. Recommendations for improving professionalism are to develop the principal's knowledge base and priority of school goals. Eight tables and one figure are included. (31 references) (LMI)