The purpose of this study was to examine teachers' and principals' perceptions of leadership activities occurring on their campus. Survey methodology was used to gather data from 469 teachers and principals from high-poverty middle schools in Texas. The results of this study found that principals and teachers do not agree on leadership activities occurring on their campus. Teachers' perceptions concerning their lack of opportunity to participate in leadership roles may signify that principals were not effectively promoting professional learning communities. Participants suggested that principals gain skills in the area of collaboration and communication to enhance teacher leadership. Involvement of the principal within classrooms could promote teachers' active participation in leadership activities and facilitate the development of professional learning communities. In turn, a climate of instructional team leadership may be inspired.

In addition, teachers and principals found limited community/parent interactions occurred in these high-poverty campuses. Promoting the involvement of parents and community members may help bridge the academic gap between low and high SES students.