The purpose of this quantitative, causal-comparative study was to examine the differences between teachers' mean job satisfaction scores based on the administrators' gender and examine the relationship between the administrators' gender and teachers' organizational commitment plans in Tennessee middle schools. Job satisfaction and organizational commitment was measured by the Tennessee Teaching, Empowering, Leading and Learning (TELL) Survey that was administered online and completed by Tennessee teachers voluntarily and anonymously. A stratified random selection of schools based on the administrator's gender (female, n = 85; male, n = 85) was selected (N = 170) from those achieving the predetermined response criteria of 50% return rate. Schools where the principal had been in position for less than three years were excluded. A multivariate analysis of variance (MANOVA) was used to analyze the association between the dependent variable, job satisfaction, based on the independent variable, administrators' gender. Pearson's chi-square analysis was used to analyze the relationship between administrators' gender and teachers' organizational commitment plans in education. Significance was with the implications for increased gender awareness, teacher commitment and satisfaction, and teacher retention. [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.]