The purpose of this study focused on identifying a principal's preferred leadership frame and the impact, if any, on teachers' perception of their behavior as a leader, and considered whether or not gender played a role. This study was driven by the theoretical framework of Bolman and Deal's (2008) leadership framework and transformational leadership, specifically focusing on Kent's (2004) five transformational leadership behaviors: empowering the we; visualizing greatness; communicating for meaning; managing one's self, and care and recognition. Research implies leaders who utilize multi-frame thinking and demonstrate transformational leadership have greater impact on the success of the organization (Bass, 1985; Bass & Aviolo, 1994; Bolman & Deal, 2008; Kousez & Posner, 1995, 2012; Bogler, 2001; Griffith, 2004; Kent, 2004; Leithwood & Janzi, 2005, 2006; Fullan, 2010) The findings of this study support the idea multi-frame principals do have an impact on teachers' perception of overall effectiveness, specifically with a focus on symbolic thinking. If elementary principals become knowledgeable of their leadership frame preference and model transformational behaviors that resemble that preference, the principal and teachers demonstrate a symbiotic relationship to the pathway of the educational organization's success. [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.]