The dominant theoretical frameworks (structural, human resources, political, or cultural) espoused by elementary school principals are studied; and the platforms are compared with data previously collected on leadership behaviors and time usage. Data for 5 principals and 151 teachers in 5 elementary schools in Philadelphia (Pennsylvania) on the Principal Instructional Management Rating Scale (PIMRS) are presented. The PIMRS is used to determine the teachers' perceptions of their principals' instructional management behaviors and perceptions of the principals. Data for principals on time use surveys are included. The elementary schools have student enrollments of between 382 and 816 students with minority populations from 16 percent to 100 percent. The espoused theoretical framework is determined using the principals' responses to the Leadership Orientations Instrument. The results show that one principal uses a structural frame, three principals use a human resources frame, and one principal uses a combination of structural, human resources, political, and symbolic frames. The principal who espoused the greatest number of theoretical frames has the most relevant and recent training. All the principals have internalized the norm of high expectations for students and teachers, and use this concept to drive their own leadership behaviors, as indicated by the teachers. In these urban schools, use of the political frame is surprisingly low. Five tables of statistical data and a 13-item list of references are included. (SLD)