The consistency of principals' self-perceptions of their leadership styles with those of their teachers is determined in this study. Other focuses include differences between elementary and secondary teachers' perceptions of their principals' leadership styles and gender differences in such perceptions. The Leader Effectiveness and Adaptability Description Inventory (LEAD) was administered to 10 principals (6 elementary and 4 high school) and 100 teachers. Data were analyzed by the Chi-square goodness-of-fit test. Findings indicate that no significant difference existed between principals' and teachers' perceptions of leadership styles in both elementary and secondary schools. Primary leadership styles were "selling" and "participating," followed by "telling" and "delegating." Secondary principals scored higher than elementary principals in "participating." The primary leadership styles perceived by both principals and teachers were "participating" followed by "selling," and those of elementary principals included "selling" followed by "participating." Female and male principals perceived their leadership styles differently from their female and male teachers, respectively. Finally, the differences between elementary and secondary principals' styles are viewed as products of the Chamorro culture. Appendices include the LEAD instrument for measuring perceptions of self and others, correspondence, and directions for scoring and analysis. Six tables are included. (44 references) (LMI)