Predicated on the two basic dimensions of leadership--concern for performance of the organization and for relationships among individuals therein--this study investigates differences in leadership style effectiveness of elected and appointed superintendents as perceived by principals, school board presidents, the superintendents themselves, and all three together. The researchers polled all 153 Mississippi school board presidents and superintendents and a representative sample of 44 percent of each category of principals, using the Leader Effectiveness and Adaptability Description, a 12-item questionnaire on leadership behavior perceptions. The findings suggest that appointed superintendents have a greater consensus among superiors and subordinates on their leadership style effectiveness, whereas no conclusive evidence was found to support the contention that a difference exists in the leadership style effectiveness of elected and appointed superintendents. Significant differences were observed, however, between superintendents' self-perceptions and the perceptions of their superiors and subordinates. The implication of these findings is that educational administrators need to cultivate self-awareness by means of communication and feedback with superiors and subordinates. (TE)