Successful schools in the twenty-first century must have effective principals for sustained student success. School leaders facilitate working conditions for the success of students, realizing that teachers make the most difference in student achievement. The objective of this study was to examine the relationship in school leaders' role in initiating and supporting working conditions in rural Florida schools. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. The research size was 117 principals and assistant principals identified. The research population size was 117, and sample size was 51. The purpose of this study was two-fold. Firstly, it attempts to identify school leaders' roles in developing and maintaining working conditions in rural schools and the factors perceived as facilitating and hindering working conditions. Secondly, it purports to review the literature related to the five major domains of teacher working conditions in schools. Data was collected from the Teacher Empowerment Leading and Learning Survey and a demographic survey was developed. Results revealed that there were significant differences in school leaders' roles in initiating and maintaining working conditions in K-12 rural schools. Also, the results suggest there are some differences in the qualities in leadership between principals and assistant principals in rural schools when initiating and maintaining working conditions. Furthermore, the study revealed school leaders in rural schools' struggle with providing teachers with adequate working conditions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]