The United States educational system is the lifeblood of its society. Through educating children, schools release functioning, contributing members of society. This responsibility, however, is often scrutinized for its effectiveness, and teachers and school leaders bear the brunt of the criticism. Current teacher attrition rates, the rate at which teachers abandon the field of education, supersede the rate at which new teachers are added to the field, creating a supply and demand gap that is not only detrimental to education but also quite costly. Teachers overwhelmingly cite dissatisfaction with school leadership and pressure related to school reform as reasons why they choose to leave the teaching profession. School leadership has been addressed as a measure to counteract teacher job dissatisfaction. This quantitative research study utilized survey items to assess the correlation between teachers' perception of their principals' servant leadership attributes and teacher job satisfaction. Further, school climate was analyzed as a moderator of the relationship between principals' servant leadership and teacher job satisfaction. The sample for this study consisted of 327 elementary teachers from Caddo Public Schools in Shreveport, LA. Participants responded to survey items derived from the SLS-30 (Van Dierendonck & Nuijten, 2011), the TJSS-9 (Pepe, 2011), and the OCDQ-RE (Hoy et al., 1991). Additional demographic questions including participants' age, gender, ethnicity, school letter grade assignment, and years of teaching experience were also collected through a questionnaire created by the researcher. Upon satisfying the six assumptions of the multiple linear regression, hypotheses testing revealed a significant direct effect on teacher job satisfaction by the perceived principal servant leadership attributes, F (2,324) = 50.822, p <0.001, R[superscript 2] = 23.9. Additionally, a school climate was found to have a significant direct effect on teacher job satisfaction, F (3,323) = 33.95, p < 0.001, R[superscript 2] = 0.240. However, there was no significant interaction effect between principal servant leadership and school climate, F (1, 325) = 6.890, p = 0.009. Additional hypotheses testing was conducted to assess whether a mediation existed among all three variables using a Baron and Kenny (1986) model. According to the regression model, teacher job satisfaction was significantly predicted by principal servant leadership, B = 2.401, [beta] = 0.450, p = <0.001. Likewise, principal servant leadership was a significant predictor of school climate, B = 1.072, [beta] = 0.567, p <0.001. Additionally, the regression with principal servant leadership and school climate collectively predicting teacher job satisfaction was significant, B = 1.163, [beta] = 0.412, p <0.001. Further, in the presence of school climate, the direct effect of principal servant leadership on teacher job satisfaction was significantly reduced, B = 1.700, [beta] = 0.318, p <0.001. Additional hierarchical multiple linear regressions using demographic data related to the participants revealed school letter grade ranking was found to be significant predictor of teacher job satisfaction. Findings from this study suggest that the servant leadership attributes of principals, a healthy school climate, and student achievement levels all contribute significantly to teacher job satisfaction. [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.]