The purpose of this qualitative descriptive study was to explore how teacher leaders describe principal behaviors on their organizational empowerment. The sample was composed of 12 teacher leaders from a school district in Southwest Texas. Volunteers were selected using purposive and snowball sampling. Guided by the path-goal theory of leadership, this study answered the following research questions: RQ1: How do teacher leaders describe their organizational empowerment? and RQ2: How do teacher leaders describe the influence of their principals' leadership behaviors on their organizational empowerment? Of the 138 individuals in the sample group, data were collected from 12 teacher leaders. The sources of data included 12 semi-structured interviews and two focus groups with between 4-5 participants to gather information on participants' lived experiences. Data were inductively analyzed using Braun and Clarke's thematic analysis. The findings revealed three central themes: (1) Characteristics of teacher leadership empowerment; (2) Disempowerment of teacher leaders; and (3) Cultural impact of principal behaviors and interpersonal relationships. Findings were indicative that while some teachers felt empowered by the influence of their principal's behavior, others expressed a lack of support. The conclusions drawn from this study highlight the significance of principal behavior on teacher leader empowerment. A clearer understanding from these practical implications such as principal communication, guidance, and motivation towards teacher leaders, can be made from this research to better understanding of what teacher leaders' need to be successful in their work. [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.]