Educational leaders must be perceived to act consistently and with integrity. When leaders are conscious of beliefs and values, they will act spontaneously in a consistent manner, and their actions, embedded in their beliefs, will have an underlying harmony. School principals must embrace the concept of empowerment and dignity of the individual and attend to the personalities, needs, and growth of those involved with the lives of children if they are devoted to the growth and development of those children. To assist in the development of a common goal of individual empowerment, principles of adult learning are suggested as a basis for learning and working with teachers. These principles, viewing the principal as teacher and the teacher as learner, involve these practices; (1) supporting and encouraging the teacher as learner toward new possibilities for self-fulfillment; (2) helping the teacher as learner clarify aspirations toward a possible potential; (3) helping the teacher as learner diagnose the gap between aspirations and the present; (4) accepting the teacher as learner as a person of worth and respecting the teacher's feelings and ideas; (5) nurturing relationships; and (6) expressing his or her own feelings and contributing resources as a co-learner in the spirit of mutual inquiry. A bibliography concludes the paper. (WTH)