Educational leaders across the United States face changes affecting the educational system related to federal and state mandates, in which educational leaders are expected to respond to and overcome in a timely and productive manner. The purpose of this quantitative correlational research study was to identify if a relationship exists between teacher's perception of the leadership characteristics of administrators' and student achievement on the standardized assessment Northwest Evaluation Assessment (NWEA). The objective was to obtain teachers' perceptions of administrator leadership styles from a district within the United States, as measured by the Multifactor Leadership Questionnaire (MLQ) and correlate the data with the districts NWEA data by teacher, as not meeting, meeting, or exceeding, from the 2019-2020 academic year. The results of this study did not conclusively find any significant relationships, however varying results, when disaggregating the data and after doing additional analysis, found that further research should be conducted to determine other possible significant relationships and outcomes. The findings are important because teachers reported the need for administrators and educational stakeholders to understand how others perceive leadership styles, which impacts or correlates to student achievement, which is relevant to all individuals within education or education related fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]