This quantitative research study employed a correlational research method. Two survey instruments were used in this study. The Leadership Practices Inventory (LPI), which is a 30-item Likert scale questionnaire which measures 5 areas of leadership behaviors: (1) Model the Way; (2) Inspire a Shared Vision; (3) Challenge the Process; (4) Enable Others to Act; and (5) Encourage the Heart. The Purdue Teacher Opinionaire (PTO), which is a 100 item Likert- scale opinionaire measured 10 areas of teacher morale: (1) Rapport with the Principal; (2) Satisfaction with teaching; (3) Rapport Among Teachers; (4) Teacher Salary; (5) Teacher Load; (6) Curricular Issues; (7)Teacher Status; (8) Community Support; (9) School Facilities and Services; and (10) Community Pressures. The study's sample consisted of 12 elementary schools in South Carolina. Three hundred forty survey instruments were distributed with a return rate of 318 (94%). The sample and schools were randomly selected from six high- performing elementary schools and six low-performing elementary schools. Eight research questions were presented: 1. Is there any significant correlation between Leadership Behavior and Teacher Morale? 2. Is there any significant correlation between the Leadership Behavior Model the Way and Teacher Morale? 3. Is there any significant correlation between the Leadership Behavior Inspire a Shared Vision and Teacher Morale? 4. Is there any significant correlation between the Leadership Behavior Challenge the Process and Teacher Morale? 5. Is there any significant correlation between the Leadership Behavior Enable Others to Act and Teacher Morale? 6. Is there any significant correlation between the Leadership Behavior Encourage the Heart and Teacher Morale? 7. Is there any significant difference on Leadership Behavior between high and low-performing schools? 8. Is there any significant difference on Teacher Morale between high and low-performing schools? The results indicated a significant correlation between the Leadership Behavior Model the Way and Teacher Morale factor Teacher Rapport with the Principal. Teachers in high-performing schools indicated higher morale than teachers in low-performing schools. The study revealed significant overall differences in leadership behavior and teacher morale in high and low-performing schools. But contrary to common assumptions, morale is rated significantly higher at low-performing schools even as leader behavior is rated significantly higher at high-performing schools. When teacher morale was enhanced, teachers were satisfied promoting student achievement. There was a significant correlation between Leadership Behavior and Teacher Morale. The results were significant at the 0.05 level. The Statistical Package for Social Sciences Version XII was used to analyze the data. Based on the findings of this study, the following recommendations are made: 1. A study should be carried out based on teacher morale and principal leadership in low-performing schools. 2. Studies based on teacher morale and leadership in elementary, middle, and high schools in high and low-performing schools should be considered. 3. An exploration of the impact of teacher morale and principal leadership behavior on student achievement in low-performing schools should be considered. [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.]