In successful schools, a significantly larger percentage of students graduate with knowledge, skills, and a positive attitude toward citizenship and work than students in other schools of comparable socioeconomic status. Using data from the "Tennessee Looks at Its Schools" project, which was based on fourth-grade Stanford Achievement Tests administered in May 1980 to six selected Tennessee elementary schools, this study addressed the norm-setting behavior of principals in effective schools. Behaviors collected from principals and teachers at the 6 schools were categorized into 13 ways that principals set norms. For analysis, any of the 13 categorized behaviors used by at least 4 of the principals were considered instrumental in norm-setting. A total of four norm-setting techniques occurred and were classified as "Human Relations,""Resource Provider,""Authority of Position," and "Modeling." Of these, Resource Provider may have the most potential for principals' effectiveness. Additionally, 35 norms identified in a review of effective school literature were compiled into a checklist; the principals and teachers of the six schools were asked to check the norms they perceived were occurring in their schools. The norm groupings indicated that principals fulfilled their obligations to teachers, respected teachers' professional autonomy, and helped define high expectations for students. (25 references) (KM)