Introduction Extraordinary challenges have been, and are still to be, faced by educational leaders, as the schools of the United States are struggling to keep pace with the growing competition. A broad set of criticisms has been raised that school systems, specifically in the larger urban areas are not good enough and do not meet the educational requirements. Through all times, the most basic goals of educational institutions have been to provide excellent education, encourage students for attaining high test scores, establish a high degree of discipline, retain students, and keep minimum absenteeism rate among them. When institutions fail to reach these basic goals, they’re said to be incompetent. For schools in the United States, the basic fault lines in the recruitment system, the preparation, and induction system, that fails to train the leaders as required according to their position, that falls short in compensating them concerning their responsibilities, and that debars candidates having vital knowledge and capability. Leadership issues in American Schools A major problem confronting American schools is that it lacks effective leaders and practical and utilitarian leadership models. Leaders as principals have been observed to be unable to make strong decisions, delegate assignments and projects to staff and empower them, and have teachers engage in establishing policies and agendas. (Hess, 2003) It is the skilled and trained individuals, those capable of controlling and steering 21st-century schools and their systems, who are required. It has been realized that the leadership of principals is vital to create inducements, motivation, and opportunities for teachers so that they learn. Heller and Firestone (1995) are of the view that the scope of the principal does just revolve around instructional leadership, as critically important roles are played by teachers and professionals. The formal leadership and the one that the teachers assume are quite different, wherein the latter; teachers are required to establish professional communities, develop trust relations, assist in learning, and support instructional change. (Bidwell, 2001) It has been suggested to consider leadership as a distributed phenomenon, extended across a manifold of actors in schools. (Spillane, Hallett, Diamond; 2003) The Nature of Leadership Leadership involves various forms of influence and power. Indeed, in instructional leadership, formal authority positions are vital, however, the assessment of the principal’s proficiency done by the teachers has also been found as critical. Principals have been required to lead in an interactive style so that the teachers are motivated to change. It has been observed that those principals who consult teachers for opinions and advice and praise them all along tend to motivate teachers better for instruction improvement. (Spillane, Hallett, Diamond; 2003) “Leadership is both art and skill”. (Hess, 2003) It involves the ordinary skills of administering routine processes as well as the vibrant task of leading staff through high-tech, organizational, and cultural change. The managerial role differs from the leadership role in the respec