The effects of principal and teacher gender on high school teachers' evaluations of principal leadership and perceptions of their own power at personal, interpersonal, and organizational levels are explored in this report. Two research issues are addressed: (1) the extent to which teachers' evaluations of school leadership depend on the gender of both the teacher and the principal; and (2) the ways in which teachers' perceptions of their own power at all levels in the school are affected by their perceptions of their principals' leadership effectiveness. Data were drawn from the High School and Beyond database, a general survey of American schools. The sample consisted of 8,894 teachers (44 percent female) and 377 principals (10 percent female) in 377 public and private schools. The findings suggest strong support for the existence of interaction between teacher and principal gender. While female teachers viewed themselves as particularly empowered in women-headed schools in the areas of classroom control and collegiality, male teachers felt less empowered. Male teachers assessed female principals' leadership as relatively ineffective, whereas female teachers rated it above average. Both female and male teachers were found to be empowered in female-headed schools in terms of locus of control, self-efficacy, and influence over staff policy. Findings offer empirical support for the argument that the theory of negative self-fulfilling prophecy for women administrators is invalid; at the same time they highlight men's dislike of working for women. Eight figures and five tables are included. Appendices list details of variable construction and the means for individual component variables. (66 references) (LMI)