This research study sought to examine the effects of transformational leadership behaviors and characteristics on institutional variables such as teacher organizational citizenship behaviors, commitment, and job satisfaction, the perceived overall effectiveness of school leaders, and objective measures of student performance. The study used a quantitative methodology to measure the variables in a cross-sectional sample of seven comprehensive high schools in a Northwestern state. Data were gathered by the use of the Multifactor Leadership Questionnaire Form 5X, the Organizational Commitment Questionnaire, the Organizational Citizenship Behavior Questionnaire, and the data from the state's 2011 High School Proficiency Exam for sophomores. This study sought to determine the extent to which student performance was related to leadership characteristics, whether teacher perceptions of leadership style affect commitment to the school, and whether teacher citizenship behaviors affect the performance of students using the following questions: To what extent do characteristics of leadership style in secondary schools affect student performance? To what extent do observable characteristics of leadership style reinforce the most optimum conditions for the commitment of teachers to the organization? To what extent do observable characteristics of leadership style reinforce the most optimum conditions for the citizenship behaviors of teachers to the organization? To what extent do teacher perceptions of leadership style influence the most optimum conditions for increases in student achievement? The null hypotheses for Research Questions 1 and 2 were rejected; however, for Research Questions 3 and 4 the null hypotheses cannot be rejected. Implications derived from the findings may lead to questions concerning the effectiveness of leadership behaviors, how affects the commitment of teachers, but also the positive relationship between those factors and student achievement. The study draws attention a lack of support for a strong relationship between teacher citizenship behaviors and student performance, suggesting it is the commitment of the teacher to the school and students that most affects outcomes. [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.]