: Style or manner of a school principal in his capacity as leader largely determine success in improving teacher performance under his leadership. The purpose of this study was to obtain data on (1) the principal's leadership style in improving labor discipline, (2) the principal's leadership style to motivate the work of teachers, (3) the principal's leadership style in increasing responsibilities and (4) constraints faced by principals in improving teacher performance. By using a qualitative approach, data collection techniques of observation, interviews and documentary studies, research subjects principals, and teachers, the data analysis techniques with qualitative analysis. This study shows that (1) the principal's leadership style instructive apply (telling) in improving discipline, (2) applying the principal consultative leadership style (selling) in improving work motivation of teachers, (3) the principal's leadership style apply discretionary (delegating) in improving the teacher's responsibility, and (4) the obstacles faced by the school principal that the decline in teacher discipline, teacher performance lack of motivation, and low sense of responsibility in the learning of teachers. It is recommended that the principals can implement a better leadership style or varied so that the desired goal can be achieved with good and maximum
