This dissertation served to answer the over-arching research question: How do stakeholders describe effective leadership? In addition, two sub-questions were answered: 1) what dimensions do teachers use to describe effective principal leadership, and 2) why do teachers identify those dimensions as relevant? This study was conducted in a Northern California school district, Grey Valley Unified School District, a pseudonym assigned to the district to ensure trustworthiness of the research. The research method chosen for this qualitative inquiry was focus groups. Four sub-themes emerged from participant responses, which indicate that teachers want instructional leaders who are visible, visit classes, remain consistent in leadership, and are supportive. The primary themes that emerged from this study were "planning," "coordinating," and "evaluating teaching and the curriculum"; "establishing goals and expectations"; and "ensuring an orderly and supportive environment." These primary themes are three of the five dimensions that make up the instructional leadership framework. The other two dimensions that pertain to the instructional leadership framework and were categories that assisted in coding the participants' responses were "strategic resourcing and promoting and participation in teacher learning and development." These dimensions served as a lens to eliminate biases because, like the participants of this study, the researcher of this paper is a teacher. Finally, Chapter V of this study offers recommendations that surrounding school districts pay close attention and be cognizant when employing future administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]