This study investigated staff perceptions of the image, staff relationships, and leadership characteristics of African-American male principals in twenty kindergarten through 12^th grade (K-12) urban public schools. This research is based upon a historical perception that African-American male principals are not fully capable to perform the duties of a principal in relation to staff relationships and leadership competency (Banks, 1991). Often times these beliefs are based upon a perception that African-American males do not possess cultural values that enable them to be or become effective leaders. Stereotypical beliefs have profound implications for the perceived leadership effectiveness of African-American principals whose credibility is often stifled by stereotypes of African-American leaders (Chemers & Murphy, 1995). Chemers and Murphy found that stereotypes and perceptions affect the view of, interaction with, and collaboration with staff members who are lead by African-American leaders.

The participants of this quantitative study consisted of staff members from twenty (K-12) urban public schools. Each participant completed an online survey which addressed staffs perceptions regarding their African-American male principal's image, staff relationships, and leadership characteristics. The results were analyzed using descriptive statistics and analysis of variance (ANOVA) and a (T-test) to determine the main interaction effects of categorical variables on a dependent interval variable. The phase of leadership perceived by staff members established relationship with their African-American male principal involved using the theoretical framework leader-member exchange (LMX) theory (Graen Uhl-Bien, 1995).

The conclusion of this research reflects the statistical findings and descriptive analysis that emerged using the analyzed data collected from the twenty (K-12) urban public schools. The multiple findings indicated that staff members have a range of perceptions of African-American male principals in the areas of image, staff relationships, and leadership characteristics in a K-12 urban public school district.