The purpose of this study was to identify the principal behaviors that would define an instructional leader as being a data-driven school administrator and to assess current school administrators' levels of being data-driven. This research attempted to examine the relationship between the degree to which a principal was data-driven and the school's performance on standardized tests and state report card values. The research questions are: 1. To what degree do current school principals in select districts from the Charleston area of South Carolina see themselves as data-driven leaders? 2. To what extent are the 12 specific behaviors that define a data driven principal, as self-reported, present in these principals? 3. To what extent is there a relationship between the data-driven level of the principals and: a. Percent of students who pass their End of Course (EOC) test(s) in Grades 8-12; b. Percent of students in Math and English/Language Arts scoring Met & Exemplary on the Palmetto Assessment of State Standards (PASS) in Grades 6-8; c. Percent of students who score Proficient & Advanced on the High School Assessment Program (HSAP) Assessment in Grade 10. [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.]