Schools need classroom teachers and administrators who are dynamic leaders. Research abounds with the qualities, characteristics, behaviors and traits that are needed to become a successful school leader (Sergiovanni, 2005; Goleman, 1995; Lambert, 1998; Barth, 1990). Kimbrough and Nunnery (1988) generalize by saying that leaders tend to possess slightly above aver age intelligence, as well as important personal and administrative skills, but possession of those skills does not guarantee success as a school leader, nor does lack of these skills rule out success. What the research has found, how ever, is that it is almost impossible to assign any list of traits to all persons in positions of leadership, including school leadership.