This paper examines the effects that the adoption of school-based management (SBM) and subsequent efforts to generate curriculum and instructional reforms have on school staff members. Specifically, it explores the leadership behaviors exhibited by administrators, faculty, and staff in 17 elementary and secondary schools from eight locations. Seven of these districts are in the United States and one is in Victoria, Australia. All schools had used SBM techniques to implement curriculum and instructional innovations. To assess the validity of the premise that certain leadership activities facilitate a school's efforts to implement significant reform, the study compared schools that had been relatively successful in generating meaningful innovations (high innovators) with schools that had been relatively less successful (low innovators). Interviews were conducted with approximately 18 staff members at each of the 8 secondary and 9 elementary schools. Leadership behaviors required for effective organizational leadership were analyzed using a model of developmental leadership, which focused on the development of five key areas--vision, commitment, teams, individuals, and opportunity. The schools that exhibited more extensive innovations showed more evidence of people engaging in behaviors associated with developmental leadership. Leadership and power can and should be shared among many formal and informal leaders. Leadership training, therefore, should be expanded within schools. Contains 55 references. (LMI)