This quantitative, non-experimental, correlational design study examined the extent to which perceived leadership styles--transformational, transactional, and passive-avoidant behaviors--of administrators related to elementary school teachers' level of motivation for their classroom performance within the United States of America (USA). The researcher analyzed three leadership styles as variables--transformational, transactional, and passive avoidant behaviors--whose questions were, To what extent does the perception of transformational, transactional and passive- avoidant leadership of administrators relate to elementary school teachers' level of motivation for work performance in the USA. The sample for the study included 97 elementary school teachers who had at least one-year teaching experience USA. Two instruments -- MLQ5X by Bass and Avolio and the Work Extrinsic and Intrinsic Motivation Scale (WEIMS)- were used to gather data for the study. The study's findings revealed a statistically significant correlation between the perception of transformational leadership (r =0.626) and transactional leadership (r =0.662) of administrators and teachers' motivation for work performance. Additionally, the research findings disclosed a minimal statistical relationship between the perception of passive-avoidant (r =0.1562) of administrators and teachers' level of motivation for work performance, thus rejecting the hypothesis. Based on the findings of this study, it is apparent that transformational and transactional leadership behaviors are effective leadership behaviors that influence employees' motivation for work performance. [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.]