Abstract
This study investigated the relationship between professionally andpersonally inviting behaviors of high school principals in the state ofMississippi and: (a) Teacher Job Satisfaction, (b) Principal Effectiveness,(c) Principal as an Agent of School Improvement, and (d)Principal’s Invitational Quotient, and (e) The Computed AccreditationPerformance Index of their respective school district. The foundationfor this study evolved as an extension of earlier research (Asbill, 1994)that examined the value of Invitational Education Theory (IET) as aworkable theory for educational leaders in the school setting.
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