The purpose of this quantitative, correlational study was to determine if and to what extent teachers' assessment of their principals' authentic leadership characteristics of balanced processing, relational transparency, self-awareness, and internalized moral perspective predicts teachers' job satisfaction in one virtual K-12 school in a southern state in the United States. Authentic leadership and job satisfaction theory served as the theoretical frameworks for this study. The research questions asked if and to what extent teachers' assessment of their principal's authentic leadership characteristics combined (RQ1) and separately (RQ2) significantly predict teachers' job satisfaction in a virtual K-12 school located in a southern state in the United States. A single electronic survey was compiled with demographic questions, the Authentic Leadership Questionnaire (ALQ), and the Minnesota Satisfaction Questionnaire (MSQ) and emailed to teachers in one online K-12 school. There were 140 participants in the study. Multiple linear regression analysis was used to test the hypotheses. Results of the study showed a significant predictive relationship between authentic leadership characteristics combined and job satisfaction (r = 0.519, r[superscript 2] = 0.270, and adjusted r[superscript 2] = 0.248 with p < 0.001). When considering the four domains of authentic leadership, only internalized moral perspective showed a significant prediction of job satisfaction ([beta] = 6.183, p < 0.001). The results of this study help to provide insight on principals' authentic leadership and teachers' job satisfaction in the online K-12 educational setting. [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.]