The problem of this study was to determine whether the ethnic identification of teachers with their school principals affected the teachers\u27 perception of the principals\u27 leadership behavior. This study followed the ex-post-facto design of a co-relational study. Twelve dimensions of the Leader Behavior Description Questionnaire, Form 12 (LBDQ-XII) were selected to assess the perception of teachers belonging to three different ethnic groups of the leadership behavior of principals belonging to the three ethnic groups. The statistical analysis of the data for hypotheses 1 through 7 was intended to determine significant differences in the ratings by white, black, and Spanish language origin (SLO) teachers of the leadership ability of principals from the three ethnic groups. The differences showing significance in the study warranted the following conclusions. (1) Teachers from different ethnic groups do not perceive a difference in the leadership ability of principals when assessing overall leadership behavior. (2) The perception of teachers of effective leadership behavior is different when assessing the overall leadership ability of principals from different ethnic groups. (3) Teachers from different ethnic groups manifest perceptual differences in their assessment of the overall leadership behavior of principals from different ethnic origins. SLO teachers, particularly, perceive a difference in the leadership ability of their principals, with principals from their own ethnic group being considered more effective leaders (higher leader behavior scores). (4) Teachers, without regard for ethnic group membership, have different perceptions of leadership ability in their principals when twelve dimensions of leadership behavior are considered. Teachers give more consideration to some dimensions (higher leader behavior scores) than others. (5) Teachers from different ethnic groups hold different perceptions of leadership ability in principals, when various dimensions of leadership behavior are considered. The differences perceived by teachers lie in the areas of Tolerance of Uncertainty and Tolerance of Freedom, on which white teachers assess their leaders as more capable, and in Production Emphasis, on which principals are considered more effective by SLO and black teachers. (6) The perception of teachers of effective leadership behavior involving various dimensions of leadership is different when assessing the leadership ability of principals from different ethnic groups. Principals are perceived differently by teachers in Production Emphasis, on which SLO principals are considered more capable; in Predictive Accuracy, on which SLO and white principals are considered to have more ability; and, in Integration and Influence with Superiors, on which SLO principals are assessed as possessing a higher leadership capacity. (7) Teachers from different ethnic groups manifest perceptual differences in their assessment of particular dimensions of the leadership ability of principals from different ethnic origins. White principals are considered by white teachers to be more effective on Tolerance of Uncertainty, Tolerance of Freedom, and Predictive Accuracy. Black teachers perceive SLO principals as more able leaders on Influence with Superiors. SLO teachers assess SLO principals as more effective on Consideration, Predictive Accuracy, Production Emphasis, and Integration. Ethnicity does affect the perception of teachers of the leadership ability of principals. Teachers from different ethnic groups evaluate leadership behavior differently, and principals belonging to different ethnic groups are assessed differently on their leadership ability
