Investigating the interaction of a number of complex variables, this study looked at whether the relationship between principal and teacher behavior involved an interaction among salient situational characteristics and principal leadership, as is proposed by the Path-Goal Theory. Specifically, researchers asked whether the relationship between the teachers' classroom management (as is evidenced by student disruptive, off-task, or other inappropriate behavior) and the principal's leadership emphasis (in the form of relationship-oriented or task-oriented behavior) is mediated by particular situational characteristics (in this case, subject matter taught and years of experience in the school). Subjects were 51 teachers and all principals from 11 junior high schools. Data were collected through teacher and principal questionnaires. In general, results confirmed the theoretical importance placed on contingency relationships by the Path-Goal Theory. All results involved an interaction between a leadership and a contingency variable. In addition, the results provided evidence that the two basic theoretical constructs of the Path-Goal Theory, relationship and task orientation, are meaningful in differentiating among leaders, although a reconceptualization of these constructs might be useful. (Author/JM)