This quantitative study investigated the impact of leadership behaviors and additional factors on teacher morale across seven schools from three Arkansas school districts. The study utilized the "Leadership Practices Inventory (LPI)" and "Purdue Teacher Opinionaire (PTO)" as measurement tools to explore various leadership practices and factors that contributed to or hindered teacher morale. Among the leadership practices assessed by the "LPI," Enable Others to Act emerged as the majority of positively influential across the four elementary and middle schools, while Model the Way was favored among the three high schools. These practices underscored their potential to empower teachers and revealed distinct preferences across different school levels. Conversely, Challenge the Process indicated potential resistance to innovation and risk-taking among administrators. Examining the ten dimensions of teacher morale assessed by the "PTO," Rapport Among Teachers stood out as crucial across all school levels, promoting a supportive and collaborative environment. In contrast, Teacher Salary consistently received the lowest ratings among these dimensions, which might be attributed to high poverty levels in the districts and recent salary adjustments under the LEARNS Act. Analysis also revealed varying teacher perceptions based on administrative experience, particularly concerning Teacher Workload and School Facilities and Services. In conclusion, the study discussed implications for educational policy and practice, emphasizing the pivotal role of leadership in nurturing positive teacher morale. [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.]