Findings of a study that examined the relationship of principals' change facilitator styles to school effectiveness in different socioeconomic contexts are presented in this paper. Data were collected through a survey of 472 public elementary school teachers in 53 schools in 19 Louisiana school districts. Schools were categorized according to SES composition and effectiveness. The teachers identified 39 percent of the principals as initiators, 36 percent as managers, and 25 percent as responders. Findings indicate that principals were seldom perceived by their teachers as having only one behavior style. Teachers in the more effective, low SES schools had more initiators than in the less effective, low SES schools. Managers were the most commonly found type of principal in both effective and ineffective middle SES schools. Finally, there were more responders in ineffective schools than in effective schools. Implications of the study are that principals with initiator styles should be assigned to ineffective, low SES schools to facilitate improvement, and that change facilitator style should be perceived as a continuum or combination of styles. Two tables are included. (LMI)