Purpose: School principals must determine educational policies and make information-based decisions. Teachers have authentic information that they do not transmit in full to the principals. A theoretical model was tested that explains the factors behind this disconnection in communication. Design: Four hundred and forty-five teachers completed questionnaires that examined a variety of aspects of reciprocal relations between teachers and school management. Findings: The model explains 44% of the variance in authentic teacher-principal communication. The principal's communication pattern with teachers, with two subcomponents, represents a dominant factor in teacher willingness to share information. Leadership style represents only an indirect factor.