The last decade has seen accelerating change in Australia in the form of devolution of authority, democratic decision making, school accountability, and central reorganization. This paper presents findings of a study that investigated transformational and transactional conceptualizations of leadership and their usefulness in predicting school outcomes within a context of change and educational reform. Specifically, the study examined the effects of transformational and transactional leadership practices on student-performance outcomes, curriculum outcomes, teacher outcomes, and school culture. Data were derived from a survey that was administered to 291 primary teachers from 58 South Australian schools. Partial least-squares path analysis (PLSPATH) was used to develop a path model. Findings indicate that each of the leadership characteristics--visionary, individual consideration, collaborative problem solving, goal achievement, and ethos--were perceived by teachers to promote particular outcomes. Individual consideration and support and collaborative problem solving made a major difference to teacher outcomes, collaborative problem solving made a major difference to curriculum outcomes, ethos made a major difference to school culture, and goal achievement made a major difference to student performance. The data suggest that if the areas of school performance to be improved can be identified, then the leadership behaviors that are most likely to contribute to the improvement of specific outcomes can also be identified. Two tables and 1 figure are included. Contains 44 references. (LMI)