This dissertation furthers the research on racial mismatch by examining principals' perception of influence and teachers' perspectives of principal competence and support with a critical perspective. This study uses regression and fixed-effects models. In addition, a new critical interpretive framework was developed to analyze these findings. I present three key findings. These are: (1) Black and IPOC teachers are associated with having higher perceptions principals' effectiveness and competency and Black principals are associated with a more positive perception of White principals' supportiveness, enforcement of the rules, and communication of expectations than White teachers; (2) that racial matching does not demonstrate higher perceptions of White principals' competence; and (3) the contextual variables used as controls are associated principal perceptions of influence in meaningful ways.
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