This study examined the degree to which principals of secondary schools in the Haifa District in the Palestinian interior practice participative leadership, the level of organizational silence among teachers, and the relationship between the two variables. It also investigated differences in participants’ responses according to gender, academic qualification, and years of experience. A descriptive-correlational design was adopted. The study population consisted of 3,287 teachers, from whom a random sample of 410 male and female teachers was selected. Data were collected using two questionnaires. Participative leadership was examined through administrative performance, human relations, and decision-making, whereas organizational silence was examined through protective silence, acquiescent silence, and defensive silence. The findings showed that the overall degree of participative leadership was high (M = 3.42), with human relations ranking first (M = 3.70), followed by administrative performance (M = 3.40) and decision-making (M = 3.16). Organizational silence was moderate overall (M = 3.04); protective silence ranked first (M = 3.35), followed by acquiescent silence (M = 2.90) and defensive silence (M = 2.86). No statistically significant differences were found in estimates of participative leadership or organizational silence attributable to gender, academic qualification, or years of experience. Pearson correlation results indicated statistically significant positive associations between participative leadership and the dimensions of organizational silence (all p < .001). The study recommends strengthening participative leadership practices, broadening teachers’ involvement in decision-making, and creating psychologically safe school environments that encourage teachers to voice ideas, concerns, and suggestions.