This quantitative correlational study investigated the relationship between principal leadership styles and teacher psychological empowerment in U.S. public schools, grounded in the Full Range Leadership Model and Psychological Empowerment Theory. Using an associative research design, the study examined the correlation between these key variables. Significant results emerged, revealing a strong positive correlation (r = 0.642, p < 0.001) between teachers' psychological empowerment and perceptions of principal transformational leadership, underscoring the critical role of transformational leadership in enhancing teacher empowerment. A moderate positive correlation (r = 0.485, p < 0.001) was also found between psychological empowerment and transactional leadership, while a significant negative correlation (r = -0.360, r < 0.001) was observed with passive-avoidant leadership. Data were gathered using the Multifactor Leadership Questionnaire (MLQ) and the Psychological Empowerment Scale (PES). These findings have substantial implications for educational leadership, suggesting that while transformational and transactional leadership styles positively impact teacher empowerment, passive-avoidant leadership has the opposite effect. This study not only contributes valuable insights for enhancing leadership practices but also underscores the need for further research to explore these relationships and their impact on educational environments. [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.]