Educational research suggests several ways that principals can affect teachers' curriculum choices. Although some researchers maintain that the use of extrinsic rewards (such as praise or allocation of resources) has some effect on teachers, others have found that teachers are much more apt to be influenced by intrinsic rewards such as student achievement. Principals can foster teachers' pursuit of intrinsic rewards by helping them with classroom management, by arranging testimonials from teachers who have successfully improved their teaching, and by publicly praising student achievement. Research findings also suggest that because of their central role in determining the norm structure of the school, principals can significantly influence teachers by acting as role models for professional conduct and by displaying enthusiasm for innovations. Some organizational theory and research suggests that allowing teachers increased participation in decision-making will increase administrator influence. Finally, although there is no conclusive research on the topic, there is considerable anecdotal evidence that the social behavior of principals affects teacher receptiveness to principal intervention in curriculum matters. In sum, research shows that curriculum leadership is possible for highly motivated principals. (Author/JM)