This dissertation examined whether leadership behaviors of the teacher within a particular instructional context were associated with student learning and satisfaction. Data were generated from two samples from distinctly different student populations: Miami Dade Community College and the University of Denver. A 28-item multiple choice examination was developed and administered to students by section in each sample at the beginning of instruction in fundamentals of interpersonal communication. Results indicate that greater cognitive gains were generally associated with low instructor task behavior and with social emotional behavior as perceived by the students. On the other hand, student satisfaction was found to be significantly associated with high student-perceived task and social emotional behaviors of the instructor. Conclusions regarding student satisfaction as a correlative of high levels of both dimensions of the teacher's perceived behaviors seem consonant with related research findings. (Author/RB)