As educators continue to restructure schools to better meet the needs of society, the principal's effective leadership practices become paramount. This report of a descriptive study of principals in a large urban school district examines the differences in middle-school and high-school teachers' perceptions of the leadership practices of educational leaders. The sample consists of 242 participants from 12 middle schools and 404 participants from 14 high schools. Each participant was administered Kouzes and Posner's Leadership Practices Inventory, which identified the teachers' perceptions of their principals' leadership practices in each of five dimensions: (1) challenging the process; (2) inspiring a shared vision; (3) enabling others to act; (4) modeling the way; and (5) encouraging the heart. Using a 95 percent level of confidence, no significant differences were identified between the means of the responses of middle-school and high-school teachers for any of the five practices: Middle-school and high-school teachers reported similar perceptions of their principals' leadership practices. Additional analysis indicates that both middle-school and high-school principals most often exhibited the practices of "enabling others to act" and "modeling the way" and least often demonstrated the behavior of "encouraging the heart." (Contains 1 table and 16 references.) (Author/WFA)