This report, the last in a series of three studies on the nature of school administration in Georgia, provides an array of statistical tables and charts, along with interpretive information, on teachers' perceptions of the principalship. These data highlight the following issues: imbalance of the work force; role of the principal; quality and relevance of teacher preparation programs, educational administration programs, and staff development; teacher supply and demand; discipline; geographic diversity; and public commitment to quality education. After an introductory essay establishing the context of the study, the first section provides a demographic survey profile of the teachers. The second section focuses on teachers' perceptions of the role, authority, and performance of their principals. The third section focuses on teacher satisfaction with their local schools, state policies, and their current teaching positions. The fourth section documents teacher career plans and compensation, while the fifth discusses problems and issues raised by these teachers' perceptions. A bibliography is included, along with five appendixes: (1) design of the study, (2) the teacher questionnaire, (3) a cover letter from the Governor of Georgia to the teachers, (4) a coding reference sheet, and (5) teachers' ratings of principals in various proficiencies. (TE)