Urban public schools in the United States face the problem of failure to reach academic goals of performance mandated by the No Child Left Behind Act. It was hypothesized that use of Senge's leadership model might result in academic performance in one urban elementary school. Based on Senge's shared vision leadership model as the theoretical framework, the purpose of this study was to determine what leadership traits might improve instruction and, thus raise the adequate yearly performance. The research questions focused on teachers' perceptions of the principal's leadership style that (a) affected student achievement, (b) promoted a positive teaching environment, and (c) communicated his vision of student achievement with staff, students, parents and community members. Twenty-five teachers were purposely selected from the target site. Data from open-ended interviews were analyzed using a descriptive coding approach. Findings from the study indicated that teachers believed that the principal's risk-taking skills, shared decision making and collaboration were necessary leadership characteristics that improved their instruction and student academic performance. Based on these findings, other low-performing schools might benefit from adopting a leadership style for administrators that focuses on these positive traits. Further research using Senge's shared vision leadership model in diverse settings might confirm the present results. Information gained from this study might be used to help principals recognize their leadership characteristics and traits that help schools reach their performance goals. [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.]