It was not known if, and to what extent, differences exist in decision-making, impact, status, autonomy, professional development, and self-efficacy dimensions of teacher empowerment for high school teacher race, gender, and administrative staff gender composition among high school teachers in the Southeastern United States, as measured by the School Participant Empowerment Survey (SPES). The sample was 208 full-time, licensed, high school, public school teachers in the Southeastern region of the United States registered with MTurk. For research question number two, the standard ANOVA showed that there was a statistically significant difference between genders at the level of male/female in both teacher self-efficacy, F(1, 206) = 5.662, p = 0.018; and teacher professional development, F(1, 206) = 4.675, p = 0.032, with males showing significantly higher levels of professional development and self-efficacy. The standard ANOVA result revealed that research question number one and three were not statistically significant in regards to differences between groups of teacher's race, or administrative gender composition, in all six dependent variables respectively. Limitations to research question one include a lack of sufficient sample size for race groups. Research question number two had relatively equal sample sizes for gender. Future research can focus on qualitative interviews and perform a mixed-method model of the study to investigate how teachers feel about gender barriers in public schools for deeper understanding. Future research could use a larger sample. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]