This non-experimental quantitative research study examined K-12 rural Alabama teachers' perceptions of teacher leadership, focusing on the four factors of the Teacher Leadership Inventory and the potential differences in perceptions based on teachers' gender, educational degree, years of experience, and job position. I used a survey research method with a sample of 130 participants selected through a non-probability, convenient/purposive technique. Data were analyzed using descriptive and inferential statistical techniques, including t-test of independent means and one-way ANOVA. The study results found good to very good levels of internal reliability among the 17 survey items on the research instrument, and the factors of the Teacher Leadership Inventory significantly contributed to its explained variance. However, non-statistically significant effects were found for the participants' gender, educational degree, years of professional experience, and teacher leadership role status upon perceptions of teacher leadership. Overall, the data from the study provided insights into the perceptions of teacher leadership in rural Alabama schools. [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.]