This study focuses on leadership styles of principals and how perceptions teachers hold of such leadership styles impact their job satisfaction. The research concentrated on how teachers perceived their principal's leadership style, and the specific principal leadership behaviors that enhance teachers' job satisfaction. The research was guided by these three questions: how do U.S. teachers perceive principals' leadership styles, what are the different leadership styles principals' uses, and what determines goodness and fit between principal leadership style and teacher job satisfaction? The Best Interpretive Qualitative Method was used to develop four core themes and twelve subthemes. The sample population consisted of teachers, which also included multiple educational disciplines within that population. Evidence for my claims comes from interviewing twelve teachers at four schools and using the basic interpretive method of analysis. Interview results showed principals with positive and collaborative styles create a positive environment in schools. Teachers talked more about different styles based on their relationships among the teachers and principal, and also about their expectations of what a principal should be, not specifically about what their principal's main leadership style may have been. Teachers generally expected principals to know about all aspects of their school, while still giving teachers autonomy and freedom to make good decisions in classrooms. Teachers wanted a strong leader who can make clear and consistent decisions, while earnestly considering all opinions involved. They also wanted a person with high moral character and someone whose integrity and intellect they respected. [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/en-US/products/dissertations/individuals.shtml.]