This dissertation examines teachers' job satisfaction and discusses teachers' prediction of their longevity in Jewish day schools. These attitudes are researched through the lens of the teachers' perceptions of their principals' leadership style. The hypothesis of this study is that the greater the role principals allow teachers to play in the curricular decisions and instructional programming of the school, the more likely it is that teachers will be more satisfied with their jobs, and therefore remain, not only in the school, but in the teaching profession overall. Two leadership styles are defined and discussed: transactional leadership and transformational leadership. These leadership styles are examined in the context of five different areas of a principals' daily job activities. The areas examined were the principals' leadership style in building administration and procedures, lesson planning, classroom management and student discipline, professional development, and rapport with teachers. The study's findings tell us that teachers will be more satisfied with their positions when given a voice in the school's instructional decisions. The data informs us that teachers feel more satisfied when they collaborate with the principal on decision making in certain areas of the management of the school, such as teacher professional development. The data inform us that teachers are more satisfied when they work for a transactional principal in the realm of building administration and procedures. The data inform us that teachers are more satisfied when they work for a transformational principal in the realms of classroom management and professional development. No correlation was found between the leadership style of the principal in the realms of lesson planning and rapport with teachers. A negative correlation was found between first year teachers and a transformational principal in the realm of professional development regarding the likelihood of staying in the teaching profession. These findings are addressed in the discussion section of this dissertation. [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.]