This synopsis describes a study undertaken to discover the extent of differing expectations and perceptions for the teacher role as viewed by two groups of educational leaders. Indications are that a more thorough understanding of superintendent and board member views and feelings concerning the teacher role is a vital requirement for the successful superintendent and board member and consequently for their school system. Twenty-six unified school districts in California with enrollments of from 10,000 to 30,000 were used. A questionnaire mailed to all superintendents and board members contained 50 teacher role statements dealing with personal relations, policy development, salaries and negotiations, personnel processes, and curriculum and instruction, with a second section requesting biographical data from each respondent. Eighty-five percent of the superintendents and 60 percent of the board members returned the questionnaire. The Kolmogorov-Smirnov two-sample test and the Mann-Whitney U Test were used in analyzing the data. The findings indicated that 1) Superintendents' and board members' expectations for the role of the teacher are in moderate agreement. 2) Their perceptions of teacher role behavior are in strong agreement. 3) Superintendents' expectations for and perceptions of the teacher role are in strong disagreement. 4) Board members' expectations for and perceptions of the teacher role are in strong disagreement. (MBM)