Teachers from 1,050 schools in New York City completed a survey, administered annually by the school district, based on the Framework for Great Schools model. Publicly available results were analyzed. Multiple regression analyses revealed a significant effect of representation of students with special education needs, school attendance rates, and principal experience on teacher ratings of Effective Leadership. Schools with high economic needs also served the highest percentage of students with disabilities and tended to have the lowest ratings of leadership effectiveness. The research offers insights into areas where principal leadership for effective programming for students with disabilities is most needed. The information can be useful for both preservice and professional development of school leaders.