The purpose of this quantitative correlational study was to examine if, and to what extent, there was a statistically significant correlation between the ethical leadership of school principals and teachers' trust in leader components--cognitive trust and affective trust--in Title I schools in California. The study's theoretical foundation was based on social exchange theory and the constructs of ethical leadership and trust in leader. The two research questions that guided the study were: (a) Is there a statistically significant correlation between the ethical leadership of school principals and teachers' cognitive trust in Title I schools? (b) Is there a statistically significant correlation between the ethical leadership of school principals and teachers' affective trust in Title I schools? A convenience sample of 108 teachers was derived from one Title I school district in California. The participants were recruited through email, and they used an online survey platform to complete the informed consent, demographic questionnaire, Ethical Leadership Questionnaire, and Trust in Leader survey. Pearson's product-moment correlation determined the strength of bivariate associations between ethical leadership and cognitive trust and ethical leadership and affective trust. The results revealed statistically significant positive correlations between ethical leadership and cognitive trust (r = 0.85, p < 0.001) and between ethical leadership and affective trust (r = 0.84, p < 0.001). The results have implications for principals, district leaders, and teachers that can help improve principal-teacher relationships and possibly increase teacher retention in Title I schools with high teacher turnover rates. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]