This study analyzed the perceptions of teachers, school administrators, and division administrators pertaining to leadership and teacher participation in the instructional decision-making process. Prior to this study, how these perceptions could affect teachers' overall desire to continue to teach and perform their duties at a level evaluated as meeting or exceeding expectations was not known. It was important to study these perceptions in order to better understand how teachers are affected by and interact with leadership and the instructional decision-making process. The literature reviewed generated a view that teachers were not but should be a part of the instructional decision-making process. The gap within the literature pertains to how central office administrators, school administrators, and teachers collaborate to build this participatory model. The gap also existed on the perceptions teachers have of their current involvement or desired involvement within the process." Therefore, the research questions were asked: "what are the perceptions of K-12 teachers in a public, South-Central Virginia school division that they are part of the instructional decision-making process and whether or not there are benefits for teachers and the division for them to be a part of the instructional decision-making process. A qualitative narrative analysis was conducted through interviews with four teachers, four school-based administrators, and four division administrators using six open-ended questions as the protocol. Responses were transcribed, data was coded, and four themes were developed. The findings show that teachers are involved in the instructional decision-making process and there are conclusively benefits for teachers and inconclusively for the division when teachers are involved. [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.]