This document reports on a study undertaken to identify specific behaviors of secondary school principals that are effective or ineffective in promoting positive school characteristics. The researchers first searched the literature to find an organizational model that would take into account the organization's goals, the means for measuring achievement of the goals, and the factors responsible for their achievement. The literature was further searched to determine accepted characteristics of effective schools. Eight characteristics were identified: recognition of achievement, a positive environment, articulation of the curriculum, support for instruction, high expectations, collaborative planning, instructional leadership, and parental involvement. A modified version of the Critical Incident Technique was then used to interview 55 individuals in Oregon and Kentucky who had had frequent opportunities to observe administrators. These observers cited over 1,000 instances of effective and ineffective principal behavior. The researchers and a panel of experts agreed that 335 of these were related to specific school characteristics, either positively or negatively, and found another 315 to be either effective or ineffective in relation to more than one characteristic. The document contains a discussion of how these 650 behaviors relate to the eight school characteristics and to the principal's organizational leadership role. Appendices include a four-page bibliography and statistical tables. (PGD)