Findings from a study that examined the relationship between work role-expectations of public school principals and work outcomes are presented in this paper. Methodology involved completion of the Miller-Carey Work Role Inventory by 200 elementary and secondary principals in 9 Georgia school systems. Findings indicate that the principals differentiated between their work role-expectations and that they identified strongly with the job definition of instructional leader more than with that of school manager. Incongruent role expectations were strongly related to the degree of job satisfaction; for example, positive attitudes toward the profession were associated with positive outcomes of work. It is recommended that administrators recognize the role of incentives in professional fulfillment and design training programs that include school management functions. Ten tables are included. The appendix contains an explanation of the Miller-Carey model of work expectations. (18 references) (LMI)