Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary principals who have influenced and enhanced teachers' sense of empowerment. Data were drawn from a qualitative study that interviewed 275 teachers in 11 schools affiliated with C.D. Glickman's League of Professional Schools in Georgia. Facilitative school leadership contributes significantly to teachers' overall sense of empowerment in shared-governance schools. (72 references) (MLH)