Findings from a study to identify types of teacher involvement in school restructuring are described in this paper. A total of 203 teachers from 18 schools participating in Tennessee's Leadership in Educational Administration Development (LEAD) project in 1987-88 completed a questionnaire to compare their actual and preferred involvement in selected school activities. Teachers indicated greatest interest in curriculum and instruction concerns and least interest in involvement with routine or disruptive elements. The findings present a dilemma for the principal attempting to be an instructional leader, for the principal is advised to study teacher preference and actual involvement and to develop an administrative style complementary to both teacher interests and achievement of school goals. A review of literature provided no clear, overwhelming evidence that teacher empowerment makes a difference in the school. The inconsistency between studies may be due to lack of a common theoretical framework. Four tables and a copy of the survey instrument are included. (26 references) (LMI)