Teacher retention is a serious problem in the U.S. public education system. Unfilled teaching positions and the national teacher shortage negatively impact all students but have the most impact on people of color and/or those who live in low socioeconomic households. One factor in whether teachers will stay in their positions and the education field is teacher job satisfaction, which may be related to administrator leadership style. This multiple methods study sought to explore the relationship between New Hampshire public school teachers' perception of their principal's leadership style and teacher job satisfaction. Results of the qualitative analysis revealed four major themes in the ways participants believed their principal contributed to and detracted from their job satisfaction: support, communication, trust, and respect. Results of the quantitative analysis suggested most participants felt satisfied with their job, empowered by their principal, and held accountable for their work performance. Spearman correlation analysis revealed statistically significant moderately positive correlations between sense of empowerment and level of job satisfaction, as well as sense of accountability and sense of empowerment. Analysis results suggested there was no statistically significant correlation between years of teaching experience and job satisfaction, years worked with current principal and job satisfaction, and years worked with current principal and sense of empowerment. Chi-square tests of independence revealed significant findings for the following relationships: job satisfaction and gender, job satisfaction and ethnicity, sense of empowerment and gender, sense of empowerment and ethnicity, sense of empowerment and grade level taught, and sense of accountability and ethnicity. Full data synthesis revealed four common topics consistently discussed on all parts of the survey: professional development, communication, trust, and working conditions. These findings are important because they may provide insight into what school administrators can do to raise levels of teacher job satisfaction and therefore, increase teacher retention rates. This study also provides principals with strategies for improving professional development, support, communication, trust, and empowerment for 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.]