The purpose of this quantitative study was to examine the relationship between school administrators' path-goal approach to leadership and their teachers' perceptions of working conditions. Findings from this research may help school administrators and leadership preparation programs to understand better the application of theories related to motivation, leveraging power, and goal attainment. The conceptual framework behind this study was the inherent inclinations of school administrators in approaching leadership decisions from four pathways; directive, supportive, participative, and/or achievement-oriented. For use in statistical analysis through the Statistical Package for the Social Sciences (SPSS), data were collected via a questionnaire to currently practicing school-based administrators regarding their path-goal approach to leadership and a download of the publicly available teacher working conditions survey results from teachers as matched to each administrator respondent. The data were analyzed using a one-way analysis of variance (ANOVA) at the 0.05 level of significance. Six research questions were addressed by testing the null hypothesis. The results revealed that there were no statistical differences in teacher working conditions survey results between administrators with different tendencies toward any one path-goal approach to leadership.