THE EFFECTS AND DETERMINANTS OF THREE ROLE BEHAVIOR ASPECTS OF SCHOOL PRINCIPALS WERE STUDIED, AS FOLLOWS--(1) CLOSENESS OF TEACHER SUPERVISION, (2) SUPPORT OF INNOVATION, AND (3) INVOLVEMENT OF PARENTS IN SCHOOL AFFAIRS. SPECIFICALLY, THE EFFECTS AND DETERMINANTS TO BE EXAMINED WERE THE ORGANIZATIONAL EFFECTS OF ROLE BEHAVIOR IN TERMS OF TEACHER MORALE, THE PROFESSIONAL PERFORMANCE OF TEACHERS, PUPIL LEARNING, AND THE DETERMINANTS OF VARIATIONS AMONG PRINCIPALS IN THEIR CONFORMITY TO SELF-DEFINED ROLE EXPECTATIONS. THIS REPORT REPRESENTS THE THIRD OF SEVERAL MONOGRAPHS THAT PRESENTED THE FINDINGS OF THE NATIONAL PRINCIPALSHIP STUDY, "A COMPREHENSIVE INVESTIGATION OF THE ROLE OF SCHOOL PRINCIPALS IN PUBLIC EDUCATION." DATA WERE OBTAINED FROM A MULTIREGIONAL SAMPLE OF APPROXIMATELY 500 ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOL PRINCIPALS, INCLUDING THEIR TEACHERS AND ADMINISTRATIVE SUPERVISORS, WHOSE SCHOOLS WERE LOCATED IN OVER 40 LARGE CITIES ACROSS THE UNITED STATES. THE EMPIRICAL FINDINGS FROM THIS SURVEY OF EFFECTS AND DETERMINANTS OF ROLE BEHAVIOR PATTERNS WERE PRESENTED FOR THEIR IMPACT AT EACH SCHOOL LEVEL (ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH), I.E., POSITIVE RELATIONSHIPS OR NO RELATIONSHIP. THE POSITIVE RELATIONSHIP INFERENCES REFERRED TO WERE BASED UPON A ZERO-ORDER PEARSON CORRELATION COEFFICIENT, POSITIVE OR NEGATIVE IN DIRECTION, AT OR BELOW THE .05 LEVEL OF SIGNIFICANCE. (JH)