The study aims to test the validity of process theories on the job satisfaction of previously disadvantaged Secondary School principals in the North West province. A mixed-method approach consisting of both quantitative and qualitative methods was used for the study. A questionnaire was administered during the quantitative phase with a sample that comprised thirty Secondary School principals purposefully selected from rural and township schools. The second part of the research was qualitative. Structured interviews were conducted with eight purposefully selected principals from the original sample of thirty. The theoretical framework of the research was based on the process theories. The results show that principals in the study felt that the rewards they obtain as a form of output were not equitable to their efforts (input). Finally, the researcher made a number of propositions and recommendations to school managers on ways to enhance job satisfaction of school principals.