This quantitative study examined the relationship between the perceived leadership styles of school principals and teacher job satisfaction at selected elementary schools. The Leader Behavior Description Questionnaire (LBDQ) provided data that identified the perceived leadership styles of the school principals; the Minnesota Satisfaction Questionnaire (MSQ) Short Form provided data that identified the job satisfaction levels of the teachers; the demographic questionnaire provided data that identified teacher gender, age range, race/ethnicity, education level and years of teaching experience. A total of 75 questionnaires were distributed to public school teachers in two elementary schools, in one school district, in a south central county, in Pennsylvania. Of those 75 questionnaires distributed, 23 were returned; giving a participant response rating of 31%. The results of this study indicated that the perceived leadership styles of school principals and teacher job satisfaction have a significant relationship. In addition, there were no differences in teacher gender, age range, race/ethnicity, education level, and years of teaching experience on the teachers' perception of their principal's leadership style and job satisfaction. Furthermore, the study indicated the perceived school principal leadership style variable initiating structure and the teacher job satisfaction variable extrinsic satisfaction had the greatest relationship. Overall, the findings from this study will help adequately prepare future school leaders with effective leadership skills that are imperative towards implementing an environment that sustains positive teacher job satisfaction. [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.]