The implementation of the Texas Essential of Knowledge and Skills and the passage of the federal Every Student Succeeds Act has prompted teachers to focus on student growth and how the interactions between principals and teachers can impact student achievement. The purpose of this quantitative predictive correlational study was to examine if and to what extent do teacher ratings of principals TL skills/traits and teacher's self-ratings of TJS levels predict SRA as measured by STAAR Reading subscale of 3rd grade students in a school district in Texas. Bass and Avolio's transformational leadership theory and Maslow's hierarchy of needs belief system were generalizable for this study. Elementary third grade teachers (n = 21) were recruited from a school district in West Texas. Three research questions using a stepwise analysis guided this study referencing to what extent does teacher ratings of principal's TL skills/traits and their own TJS predict SRA as measured by STAAR. The multifactor leadership questionnaire (MLQ5X) and the teacher job satisfaction questionnaire (TJSQ) were used to collect data. A multiple linear regression for RQ1 showed transformational leadership (B = -0.02, [beta] = -0.11, t = -0.38, p = 0.711) and teacher job satisfaction (B = -0.01,[beta] = -0.05, t = -0.18, p = 0.859) were not statistically significant predictors of STAAR reading scores. The stepwise regression models for RQ2 and RQ3 were not statistically significant. Results may inform leadership decisions about the relationship between principals' transformational leadership, and its relation to teacher job satisfaction and student reading achievement. [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.]