The principal's administrative style strongly influences teachers' satisfaction. This paper provides an overview of literature on administrative styles and presents findings of a study that explored the relationship between principals' leadership styles and school climate. A principal-evaluation survey was distributed to 30 graduate students in the Curriculum and Instruction Department at Chicago State University. Findings showed a statistically significant correlation between respondents' scores on school climate and those of principals' administrative style, gender of the principal, respondents' teaching experience, and respondents' job position. The most significant correlation was between perceptions of school climate and gender of the principal. The data show an overall correlation between administrative style and school climate. One table is included. A copy of the questionnaire and statistical data are included. (Contains 20 references.) (LMI)