This study proposed that differential feedback affects change in principals' behavior as perceived by teachers. The population for the study consisted of 189 elementary schools of the Cleveland Catholic School System from which was drawn a sample of 40 schools. In addition to the general question posed, three more specific questions were asked: (1) Did the frequency of feedback affect the degree or amount of change in principals' behavior? (2) Did the quality (positive or negative) of feedback affect the degree or amount of change in principals' behavior? (3) What was the interaction between the frequency and the quality of feedback? Findings indicate that feedback does affect principals' behavior as perceived by teachers. In all instances, with the exception of "positive only" feedback of task assistance, there were either differences or changes in the principals' behaviors which were in excess of differences or changes in the control group. Negative weekly feedback, in the absence of positive feedback, is the most effective means of producing change in principals' behavior as perceived by teachers. (Author/WM)