Teacher job satisfaction has been on the decline for decades. Since the pandemic, teachers are exiting the profession or retiring early at rapid rates. With these alarming trends, it becomes imperative that we examine what influences teachers to stay. One compelling area of interest considers the influence of the principal's ethical leadership behaviors on teacher job satisfaction. The purpose of this study was to identify the relationship between teachers' perceptions of their campus principal's ethical leadership, as measured by the Ethical Leadership Scale (ELS), and teachers' job satisfaction, as measured by the Minnesota Satisfaction Questionnaire (Short-Form), while controlling for teachers' gender, age, ethnicity/race, highest level of education attained, grade level taught, and their tenure. This study utilized a non-experimental design and a sample of convenience. Of the 171 surveys opened, 125 participants completed usable surveys yielding a completion rate of 73%. In addition to the ELS and Minnesota Satisfaction Questionnaire (Short-Form) participants completed a short demographic questionnaire. The multiple regression analysis revealed there was a significant correlation between participants' perceived ethical leadership of their campus principal and their self-rated intrinsic, extrinsic, and general job satisfaction. An ANOVA and Tukey post hoc revealed those teaching PreK-2nd grade and 3rd-5th grade were more extrinsically satisfied with their job than 9th-12th grade teachers. [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.]