This study explores behaviors which teachers perceive would be effective when leaders are undertaking organizational change. A sample of one hundred teachers drawn from all levels of the education system in Jamaica was used. The data were collected using a Likert-type instrument that was designed by the researcher and was tested for reliability using Cronbach's Alpha. The study found two categories of leadership conduct, and ten specific strategies which teachers considered to be effective tools in effecting organizational change efforts. This study also found that the forces for change are largely internal and deeply personal. The findings of the study suggest that change at the organizational level requires, and depends upon, change at the level of the individual employee and the quality of the engagements and interactions at the interpersonal level. If organizations are to be successful in effecting organizational change they must first succeed at effecting behavior change at the individual level. The study has major planning implications. Planning for improvements in the performance of schools is a change management undertaking, especially for schools which are underperforming. This study also provides clues for leaders concerning the kinds of leadership approaches and behaviors which motivate and sustain support for change.