Collective teacher efficacy has been shown to be the strongest factor in student achievement, and improving teacher job satisfaction has been shown to improve employee engagement and productivity. This study looks at integrating the leadership practices of the Walt Disney Company into an educational setting to improve teacher job satisfaction. The study uses active interviews with 26 teachers and administrators to identify the extent to which purpose, development, and branding have been integrated into schools. The analysis of data collected from participants indicates that improvements to current educational leadership practices are needed, and the data analysis serves as the basis for the constructed grounded theory presented here. The study also contains further research into the practices of Disney leadership, providing the foundation for the practical application of the theory in an educational setting. While the grounded theory suggests a theoretical framework for an educational model, further research is needed. [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.]