The purpose of this study was to examine the relationship between the leadership behavior of principals and selected academic and non-academic institutional factors. The purpose was also to examine the predictability of principals' leadership behaviors using selected academic and non-academic institutional factors. More specifically, this study is concerned with the predictive power of academic and non-academic institutional variables of accountability rating, professional development, school climate, and school size for the leadership behavior of principals. The population of this study consisted of elementary and intermediate school principals employed in an urban school district in the southern region of the United States. The targeted school district is one of the most diverse districts in the southern region with an exemplary accountability rating. Sixty-one elementary and intermediate principals participated in this study and were asked to complete two modified instruments: the Principal Self-Assessment Scale and the Principal Demographic and Instructional Behavioral Survey. Multiple Regression, Multiple Correlation, Pearson Product Moment Correlation and the Biserial Correlation procedures were used to analyze the data for this study. All hypotheses were tested at the 0.05 level or better. Four null hypotheses were tested in this investigation. All of the hypotheses were tested for the relationship and predictability of academic and non-academic institutional factors on principals' instructional leadership behavior scores and their leadership efficacy behavior scores. Only hypothesis one was found to be significant. Regarding hypothesis one, the academic institutional factors of accountability rating and professional development were found to be statistically significantly related to the instructional leadership behavior scores of principals. The variable professional development was an independent predictor of the principals' instructional leadership behavior scores. Furthermore, the academic institutional factors of accountability rating and professional development had no predictive power with regard to principals' leadership efficacy behavior scores. Additionally, the non-academic factors of school size and school climate were not statistically significantly related either to principals' instructional leadership behavior scores or to their leadership efficacy behavior scores. [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.]