Findings of a study that examined the relationships of the perceptions of teachers in three different teaching roles to a measure of empowerment and a measure of job satisfaction are presented in this paper. Methodology involved a survey of 35 Reading Recovery teacher leaders, 141 Reading Recovery teachers, and 71 non-Reading Recovery teachers. Multivariate analyses suggest that Reading Recovery teacher leaders perceive a greater sense of empowerment and job satisfaction than do Reading Recovery teachers and regular classroom teachers. Teacher leaders have more decision-making responsibilities in areas such as scheduling, budgeting, and curriculum and feel that they affect student learning. Creating school settings where participants experience greater empowerment may result in perceptions of greater job satisfaction. In turn, increased job satisfaction may enhance teacher performance, quality of working life, organizational effectiveness, and student performance. Five tables are included. (Contains 29 references.) (LMI)