Many kinds of educational reform, especially site-based management, have contributed to teacher empowerment. The success of these reforms, however, is contingent upon administrative leadership that is willing to share power. This paper describes the attitudes of teachers toward site-based management (SBM), with a focus on the effects of administrative style on SBM. The first part offers a review of literature of recent kinds of educational reforms, including site-based management, curriculum and instruction, calendar changes, and experimental education. The second part offers recommendations based on the literature reviews, on discussions with teachers in the Grand Prairie Independent School District (Texas), and personal observations. First, Texas school districts should continue to use or implement reform programs described in the literature-review section. Second, districts should pursue SBM because teachers are more committed to change when they are involved in policy formation and decision making. Finally, two surveys--"Teacher Empowerment Through Site-Based Decision Making" (Pope) and "Site-Based Decision-Making Survey" (Charles)--should be conducted every three years at diverse sites to identify teacher/administrator perceptions of school-based management. Appendices contain a list of strategies rated by principals for their effectiveness with at-risk students and copies of the two proposed questionnaires. (Contains 52 references.) (LMI)