Teachers are leaders, so it seems natural to think that the act of teaching is similar to the act of leading. Research regarding leader identity in teachers, however, presents the concept of teacher leadership as opportunities for leadership beyond the classroom. Teachers who aspire to leadership roles within a school or educational organization often associate those roles with leaving the classroom to lead other adults, whether formally as content facilitators or informally as ad hoc leaders of teacher professional development. Specific teacher and principal leadership styles may influence student outcomes, suggesting a need to research those relationships in more depth. In this series of articles, I first explored teachers' perceptions of leadership in their professional engagement inside--and outside--the classroom. Next, I explored principals' perceptions of roles, priorities, and leadership of teachers and expectations of leaders within the educational organizations where the principals lead. Results indicate that teachers and principals perceive classroom teaching as a leadership role, and the act of teaching is not necessarily considered as leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]