This non-experimental quantitative study aimed to examine the relationship between principal coaching and principal job satisfaction. The study had two research questions: Is there a relationship between the coaching from central office administrators and principals' job satisfaction? Which coaching practices from central office administrators, as perceived by principals, influence principals' job satisfaction? The study's theoretical framework was based on the sociocultural learning theory, and the study proposed that assistance relationships enhance principal job satisfaction and reduce or prevent turnover. Participants for this study included 43 suburban elementary principals from Wisconsin. There were several conclusions from the data in this study. Firstly, the study confirmed that principals who receive coaching experience significantly higher job satisfaction than those who do not, thereby extending existing research by highlighting the positive impact of specific coaching practices on overall satisfaction and supporting the development of effective coaching programs. Secondly, this study revealed that principals value coaching practices involving constructive feedback and effective action planning. Finally, the study's findings emphasized the importance of personalized and flexible coaching in enhancing principal job satisfaction and performance, highlighting the need for school districts to invest in robust coaching programs despite potential challenges such as budget constraints and resistance to change. [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.]