Research is limited when it comes to measuring principals' technology use as it relates to their leadership behaviors. Increasingly, principals are required to assume leadership responsibilities in areas with which they are unfamiliar and for which they have received little training (Flanagan & Jacobsen, 2003). Based on the requirement for principals to assume leadership responsibility for the effective use of technology in schools, it is natural to question if there is a relationship between these two factors. Consequently, the purpose of this correlational, cross-sectional quantitative research study was to address the lack of information in this area. This dissertation research study addressed the following questions: * What is the relationship between a principal's technology proficiency and leadership style? * After taking demographic data into account, what is the relationship between a principal's technology proficiency and leadership style? * After taking school characteristics into account, what is the relationship between a principal's technology proficiency and leadership style? To answer these research questions, I utilized a researcher-created, online survey instrument to collect data from a diverse group of 429 K-12 principals in the State of Michigan. The survey primarily consisted of closed-ended, Likert scale items to determine leadership style and technology proficiency. For this study, the predictor was the principal's technology proficiency and the outcome was the principal's leadership style. While both demographics and school characteristics were related to active leadership when considered separately, when both of these sets of covariates were included in a single model along with proficiency of both common and uncommon technology, increases of common and uncommon technology proficiency continued to independently and uniquely relate to increased reports of active leadership. Principals' reported common and uncommon technology proficiency were the key drivers. There was a strong, direct, and significant relationship between reported technological proficiency and active leadership even after taking relevant demographics and school characteristics into account. This research demonstrates that there is a significant relationship between reported technological proficiency and active leadership. Therefore, school districts, school boards, and superintendents need to consider the implications of this study when selecting principals to lead their schools. [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.]