The concept of teacher empowerment is generally viewed in terms of recognizing and respecting teachers as equal partners in making educational decisions. A survey instrument was developed to assess teachers' perceptions of principals' and supervisors' demonstrated behaviors toward pedagogical efficacy attainments. Three efficacy measures were interfaced into the questionnaire: (1) the teacher's belief that he/she has the knowledge and skills to affect student learning when power is entrusted; (2) the teacher's perception that he/she has the ability to function as leader when responsibility is entrusted; and (3) the teacher's perception of his/her ability to make instructional decisions in relation to expected outcomes. Eighty-one teachers from five rural counties in Tennessee participated in the study. The respondents felt that principals should be instructional leaders, and they were moderately satisfied with principals' instructional leadership behaviors with regard to teacher empowerment measures. What significantly influenced this confidence was supervisors taking time to work with teachers. The more supervisors demonstrated a collegial relationship, the more teachers perceived them as professional mentors. These and other findings indicate that schools will need leaders who can recognize people's potential worth and contributions in the organization. School leaders will need strong interpersonal communication skills, and they will have to demonstrate to teachers their confidence in the teachers' ability to plan their professional programs and make appropriate instructional decisions. (JD)