This study was designed to determine whether a difference in the way teachers have organized as a professional group in relation to the school administration and the local board of education influences teacher role perception and preference for leadership styles. Variables of age, sex, teaching experience, and teaching level were examined. The sample of 390 teachers from 3 California schools and 380 from 3 Oklahoma schools was selected on the basis of the independent variable, teacher negotiation with the board of education. The professional and bureaucratic orientation of teachers was an intervening variable. Data obtained through questionnaires were analyzed with use of the chi-square test for independent samples, and the Kendall coefficient of concordance. Findings indicate that in schools where negotiations for salary and policy occur, the teachers more frequently perceive their role as being less professional and less bureaucratic. None of the variables, however, appear to affect leadership style preferences; nondirective, permissive style is preferred for the role of the principal and charismatic style for the role of superintendent. Included are 76 statistical tables, a 66-item bibliography, and the instruments used: Leadership Style Inventory and Views of Teacher Work Role. (JS)