Multiple studies have been conducted across a variety of industries to measure the impact of leadership on motivation in the workplace. In the field of education, these studies often focused on specific leadership style behaviors and did not account for the level of motivation that the employee possessed. The purpose of the study was to explore how the level of self-determination possessed by a public elementary, middle, or high school teacher informed their perceptions of and preference for specific leadership behaviors adopted by their principals. A total of 315 participants representing 39 states completed two online surveys for the study: the Leadership Preference Instrument (LPI), which measured their perceptions and preferences for specific transformational, transactional, or laissez-faire leadership behaviors, and the Work Extrinsic and Intrinsic Motivation Scale (WEIMS), which measured their levels of self-determination toward teaching. The study found no statistically significant differences among public school teachers' preference for transformational or transactional leadership when consideration was given to grade-level configuration or level of self-determination. Due to a failed homogeneity of variance assumption, laissez-faire leadership was analyzed alternatively. The study found no statistically significant difference among public school teachers' preference for laissez-faire leadership when consideration was given only to grade-level configuration. Conversely, the study found a statistically significant difference in preference when consideration was given to level of self-determination. Consistent with prior studies, the present study found that transformational leadership practices were still highly regarded in comparison to transactional and laissez-faire practices. Implications were determined for two populations of leaders: preservice and in-service. Preservice leaders should be provided with more reflective opportunities to develop their leadership mission and vision. In-service leaders should also engage in reflective practice, particularly in a collaborative space, to generate new perspectives and ideas. These leaders should also be mindful of previously held leadership notions from former leaders and harness those that would be the most effective and supportive in their respective schools. [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.]