This book identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. The contents and conclusions are based on 81 key research articles from the last 20 years. The book also reviews differences in instructional leadership between elementary and secondary principals; male and female principals; and principals in high- and low-socioeconomic status schools. Following are some of the key points made in the analysis. Strong administrative leadership is a key component of schools with high student achievement. Many leadership traits and behaviors are positively related to student achievement, attitudes, and social behavior. Principals of high-achieving schools are effective in the following areas, among others: safe and orderly school environment; goals focused on high levels of student learning; high expectations of students; self-confidence, responsibility, and perseverance; visibility and accessibility; positive and supportive school climate; communication and interaction; interpersonal support; community outreach and involvement; rituals, ceremonies, and other symbolic actions; shared leadership and staff empowerment; instructional leadership; norm of continuous improvement; classroom observations and feedback to teachers; teacher autonomy; support of risk taking; and professional development opportunities and resources. (Contains 82 annotated references.) (WFA)