The rapidly compounding demands placed on school principals for increased student achievement in conjunction with greater levels of accountability have added countless responsibilities to the already interminable job descriptions of school leaders. Therefore, principals are finding the need to assign leadership tasks to their teachers in an attempt to free up time and more efficiently accomplish the countless objectives required by local, state, and federal governing bodies. This study was designed to contribute to the growing body of literature on teacher empowerment, thus informing school leaders on the importance of the practice of empowering teachers. The first research question explored the level of perceived teacher empowerment compared with principal's gender. The second research question sought out whether having an assistant principal present in the building was related to teachers' perceived level of empowerment. The third research question compared teachers' perceived empowerment to their building level: elementary, middle, or high. The fourth research question explored if stronger feelings of empowerment were felt with principals of longer tenure. The fifth research question analyzed whether male or female teachers felt more empowered. The final research question explored other variables that moderate reported levels of empowerment. The School Participant Empowerment Scale (SPES), a 38-item instrument using a 5-point Likert-type scale, established by Short and Rinehart (1992) to measure teachers' perceived levels of empowerment, was administered to a sample of teachers and school administrators in Lake County, Ohio. Demographic variables of gender, building level, and years of service were collected. [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.]