Principals play an essential role in ensuring student success and achievement. This is achieved through an effective principal's vital role in optimizing teacher impact over an entire campus because quality teachers significantly impact student achievement. This study aimed to gain insights that can contribute to a generalized knowledge of how site leaders can best support and encourage educational practitioners in understanding how teachers respond to informal feedback from their site administrators in elementary, middle, and high school settings. This study utilized a mixed-methods approach, utilizing quantitative and qualitative tools to review current relevant literature on this topic. The quantitative research showed a moderate correlation between the amount of feedback teachers perceived that they received and their feelings of support from their administration. However, there was no direct correlation between teachers' feelings of support from their principals and the number of times, or duration, of principal visits to their classrooms. While teachers repeatedly expressed in their interviews that they appreciated the principal's presence and visibility, the qualitative and quantitative data reveal that the frequency of principal visits had less impact than the types of conversations and feedback teachers received on teachers' feelings of being supported. The data, coupled with the literature review, suggested it is not the principals' presence that garners teachers' feelings of support but specific types of conversations, including instructional feedback and interpersonal rapport-building interactions, that have this positive impact. [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.]