This quantitative dissertation examined the leadership practices of educational leaders in South Georgia schools, with the purpose of identifying effective strategies that contribute to student success and a conducive school environment. Utilizing the Leadership Practices Inventory self-survey, the researcher meticulously examined the practices of both Tier I and Tier II leaders to unveil any commonalities, disparities, and potential correlations with demographic traits. By integrating theoretical frameworks such as the ripple effect theory and Kouzes and Posner's (2002) exemplary leadership practices, this research addressed a notable gap in understanding the specific leadership behaviors prevalent among educational leaders in South Georgia and their ramifications on student performance and school culture. Based on data analysis from 779 educational leaders across three Regional Educational Service Agencies (RESAs), the results uncovered a striking uniformity in leadership practices across various demographic categories, including tiers, genders, races, years of experience, and school population sizes. Particularly noteworthy was the absence of significant disparities in leadership practices between Tier I and Tier II leaders, indicating that leadership effectiveness is independent of hierarchical positioning. Additionally, years of experience and school population size had no significant interaction with leadership practices, highlighting the importance of prioritizing behaviors over demographic predictors in leadership development initiatives. By emphasizing the centrality of leadership behaviors in shaping successful learning environments, the study advocates for a universal approach to leadership training that transcends demographic boundaries, fostering inclusive and effective leadership practices across educational institutions.