The teacher empowerment process emphasizes professional development and participation (i.e., increasing professional status, skills, knowledge and providing the opportunity to participate in decision-making); however, whether these efforts eventually lead to the realization of teacher power remains a critical concern, especially considering that the empowerment practices have to operate in the existing school culture. Without an adequate understanding of factors that impact teacher power exercises in schools, the impact of teacher empowerment remains under question. This study aims to empirically examine the impact of both individual-level factors (gender, race, union status, degree, teaching experience, collaboration, and networking) and school-level factors (school size, school level, and school climate) on teacher power in two decision domains at schools--namely, power in teaching and power in policy. (Abstract shortened by ProQuest.). [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.]