This dissertation examined the beliefs of elementary teachers to determine if their perceptions of effective principal leadership align to transformational leadership theory vis-a-vis the Educational Leadership Policy Standards (ELPS). A phenomenological, single-case study approach was utilized by means of a mixed-methodological, Web-based survey, incorporating both closed and extended response questions. Teacher members of the Washington Education Association, the state's affiliate member of the National Education Association, were selected via simple random sampling to take the survey in the spring and fall of 2010. The conceptual framework used to develop the study's survey and analyze the data was based on transformational leadership theory through six themes of the ELPS. These themes were: (a) principal as visionary leader; (b) principal as instructional leader; (c) principal as effective manager; (d) principal as collaborator with faculty and community members; (e) principal as ethical leader; and (f) principal as educator with awareness and understanding of the political, social, economic, and legal levels of the educational system. The survey's quantitative data were analyzed using descriptive statistics. Mean scores from Likert-type questions indicated that teachers' beliefs about effective principal leadership--both their views on and experiences with such leadership--were in agreement with transformational leadership theory. Qualitative survey data were "a priori" coded using language from the six ELPS and their subcomponents. Results indicated that teachers' descriptions of effective principal leadership and their written accounts of how their effective principal positively impacted student learning and teacher motivation were in general agreement with Standards 1 through 5 of the ELPS, but not with Standard 6. The two conclusions of this study were: (a) the current ELPS and, in particular, Standards I through 5, are highly intertwined with the behaviors and activities effective elementary principals use to positively impact student learning and teacher motivation; and (b) the findings revealed the importance personality plays within the many behaviors each principal used. This second finding contradicts current transformational leadership research to some extent. It is recommended that a replication study be conducted not only on elementary teachers but also on middle and high school teachers as well. [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.]