Strong administrative leadership in coordinating and controlling the instructional program has been consistently cited as one component that influences the effectiveness of a school. However, there is debate in the literature regarding (1) the role that the principal plays in determining a school's effectiveness and (2) the specific activities that characterize the principal’s instructional leadership behavior. In addition, little information has been reported that determines how situational variables of the school affect the instructional leadership role of the principal. The purpose of this study was to examine the instructional leadership role of elementary principals in effective schools. Specifically, an examination was conducted in order to (1) determine whether principals perform selected instructional activities, (2) determine how much responsibility for performing those instructional activities was delegated, and (3) determine to whom responsibility for performing the instructional activities was assigned. Consideration of whether school context variables affect the principals' instructional leadership activity, and an examination of how much time principals devote to instructional leadership and other tasks, were also addressed in this study. A descriptive survey approach was conducted in order to accomplish the study objectives. The population consisted of principals in schools judged to be effective by the 1986 United States Department of Education Elementary Recognition Program. A questionnaire was developed and mailed to 212 public elementary school principals; 122 surveys were returned, for a return rate of 58%. Of the surveys returned, 98 surveys (47%) were usable. Descriptive statistics--means, percentages, and frequencies--were used to analyze the results. The major findings of the study were: 1. Principals reported most of the listed instructional activities were performed in their schools. These activities were thought to be an integral part of the instructional program. 2. Instructional activities were performed as a team. Although principals assumed the largest responsibility for performing instructional activities, most principals claimed less than one-half of the total responsibility and distributed responsibility among other personnel more equally than in a comparable study. 3. Principals assumed the largest responsibility for activities dealing with staff evaluation and supervision, for the allocation and assignment of staff and space, and for dissemination of instructional information to staff and parents. Assistant principals were assigned the largest responsibility for student discipline and observing classrooms. Classroom teachers provided the greatest links to parents and assumed the most responsibility for classroom instruction. 4. Principals and schools in this study differed from a national profile. Study principals were predominantly white, slightly older, better educated, and had more experience as a principal. They were twice as likely to be female than their national cohort. Schools studied had larger student and white enrollments than the national average and were more frequently suburban. Schools were frequently located in middle or upper-income communities and reported a high degree of parent involvement in children's learning. Findings indicated that, in most cases, the schools recognized in the Elementary Recognition Program possessed characteristics that one might expect would predict an effective school and did not recognize enough outlier (i.e., disadvantaged) schools. 5. Higher parent representation of students at PTA meetings occurred in schools with the least meetings, indicating that fewer meetings might involve more parents in school PTA functions. Positive correlations were observed between high AFDC percentage, black student enrollment, and student turnover rate. An inverse relationship was found between high AFDC percentage and parent PTA representation, number of PTA meetings, principal gender, principal age, and principal experience. An increase in school size found an increase in turnover rate and percentage of black students, and a decrease in parent PTA participation. / Ed. D.