The purpose of this study was two-fold. The primary goal was to investigate the relationship between the leadership style of Texas Catholic school principals and student performance. Student performance was assessed by national standardized tests: American College Test (ACT), the SAT (formerly known as the "Scholastic Aptitude Test" or "Scholastic Assessment Test"), the "Stanford 10", and the "TerraNova". Leadership styles were measured by the "Multifactor Leadership Questionnaire Leader Form 5X-Short", and included transformational, transactional, and passive styles. Teacher satisfaction, teacher willingness to exert extra effort and the teacher perception of the principals' effectiveness was measured by the "Multifactor Leadership Questionnaire Rater Form 5-X Short". Responses to these MLQ surveys were obtained from 132 participants, principals (n = 26), and teachers (n = 106), from 27 Texas Catholic high schools and middle schools. An additional set of questions was added to the survey to obtain both principals and teachers perception of the principal in the three roles of a Catholic school principal leadership style: educational leader, managerial leader and spiritual leader. The second goal was to provide the National Catholic Education Agency (NCEA) with demographic data obtained from the sample utilized for this study. The NCEA actively seeks research to provide insight into the changing demographics of principals in U.S. Catholic schools. Data collected on both principals and teachers included gender, religious affiliation, years of teaching and administrative experience in Catholic schools, public schools and non-Catholic schools. Multiple regression analysis was used on the data collected to determine if statistically significant relationships existed between the leadership styles of the principal and student performance. Data were analyzed at both school and teacher levels. Data sets at the teacher level were mn in three blocks. The first block consisted of teacher demographic data. The second block consisted of average scores for the three Catholic school principal roles of educational leader, managerial leader, and spiritual leader and the impact on teachers' perceptions of satisfaction, extra effort and effectiveness. The third block consisted of average scores for principals as transformational leader, transactional leader and passive leader, and the impact, again, on teachers' perceptions of satisfaction, extra effort and effectiveness. Principal-level analysis of MLQ and Catholic school principal leadership results indicated a positive relationship between teacher outcomes of satisfaction, extra effort and principal effectiveness with transformational leadership, educational leadership and spiritual leadership. A negative relationship was found for teacher outcomes and passive leadership. School-level analysis results indicated a negative relationship between educational leadership and managerial leadership, when analyzing a two-year change in student performance. Implications and recommendations for further research in particular areas based on the results of the study were made. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]