The purpose of this study is to identify the characteristics and traits of individuals and buildings in which teacher empowerment is strongest, so that those schools and individuals can be further studied and emulated. An additional purpose of the study is to investigate the relationships between principals and school environment characteristics, and levels of teacher empowerment. It is hypothesized that those buildings that have only one building administrator will have higher levels of teacher empowerment as compared with buildings that have both a principal and assistant principal. Additionally, the opposite is hypothesized to be true for buildings with an assistant principal. Finally, it is hypothesized that buildings with male administrators will have higher levels of teacher empowerment than buildings with female administrators. This study will provide meaningful information to both teachers and educators as they develop plans to best implement new levels of change within their buildings and districts as a result of new legislation and local requirements.