Decision-making within school environments is critical to the continued improvement of services for all populations. Despite this high level of importance, there is limited information related to how systemic decisions are made in charter schools. There is also limited information on how charter school leaders interact with teachers and the impact their interactions may have on teacher participation in decision-making. By building on the literature on leadership styles and promotive and prohibitive voice, the current study sought to better understand potential antecedents to teacher voice, including influences from school leaders (i.e., leadership styles), institutional influences, and teacher perceptions of their current school environments using mixed methodology. [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.]