Eight secondary schools participated in this study of the relationships among school policies, principal leadership style, teacher behavior, and student behavior. Data were gathered through student and teacher observations, student and teacher questionnaires, student absence records, observations of the physical environment, and interviews with principals. As one facet of the study, all teachers participated in the Stallings Effective Use of Time Training Program. A number of major findings emerged: (1) in schools where policies and rules were clearer and more consistently enforced, teacher morale was higher and there were fewer classroom intrusions, less litter and vandalism, a lower absence rate, less class misbehavior, and more time spent on task; (2) in schools with more administrative support services and fewer burdensome duties, teacher morale was higher and there was less classroom misbehavior; (3) in schools where the principal was more collaborative and respectful, teachers had higher morale and students perceived teachers and students as more friendly; (4) in schools with more supportive principals, more teachers implemented the training program; (5) in schools where the policies and rules were clear and consistent, more teachers changed their classroom behavior as recommended by the program; and (6) in schools where the teachers implemented the training program, students spent more time on task. (Author/JM)