This study investigated leadership styles of principals and instructional supervisors as they performed specific supervisory tasks. Twelve supervisory competency areas were investigated. Of the 238 classroom teachers participating in the study, 129 identified principals and 109 identified instructional supervisors as the person responsible for providing supervision for them. Analysis of data compares principals to supervisors on the leadership dimensions of concern for task and concern for people in each competency area. Significant differences in leadership behavior were found only in the supervisory competency area of curriculum change. Application of the leadership grid seems to reveal that teachers view supervisors as being more concerned for both task and people than are principals. (Author)