This study examined the relationship between leader power and the amount of conflict with teachers' perceptions of their empowerment. Drawing from the literature, the study identified underlying dimensions of empowerment as teachers' involvement in decision making, and teacher impact, status, autonomy, opportunities for professional development, and self-efficacy. To measure power bases, the Rahim Leader Power Inventory (RLPI), a School Participant Empowerment Scale (SPES), and the Rahim Organizational Conflict Inventory I (ROCI-I) were completed by elementary school, middle school/junior high school, and high school teachers employed by the state of Alabama. Results showed that a principal's power was exerted because he or she was the boss; teachers' who perceived themselves as participating in the school decision making process gave the principal power because of their personal belief in the administrator's good will; and the only significant relationship between conflict and empowerment was found between intrapersonal conflict such as teachers trying to decide whether home requirements were more important than school requirements, or whether it was more important to spend time on discipline or instruction. Tables displaying descriptive statistics are included. (Contains 35 references.) (LL)