This study assessed teachers' perceptions of school principals, examining how teachers perceived their principals in demonstrating delegation and relationships skills. Principals were categorized according to various demographic variables, and data were examined to identify principals perceived as exhibiting stronger delegation and relationships skills. Participants were teachers enrolled in evening courses to become certified as school administrators or who were completing requirements for a master's degree in administration and supervision. Participants completed the Principal Profile survey. Data analysis indicated that principals who differed in age also differed in how well they delegated responsibilities. Younger principals were perceived to be more willing to delegate authority and responsibilities among faculty, and they were seen as demonstrating characteristics leading to better relationships with faculty. Female principals were perceived as having stronger delegation skills than males, though their relationships skills were not significantly stronger. School principals did not differ in their demonstration of relationships and delegation skills according to the school level in which they worked. School enrollment did not affect relationships and delegation skills. Overall, age was the most significant variable in determining whether principals were perceived to engage in relationships and delegation activities. The survey is appended. (Contains 18 references.) (SM)