The school principal's roles have become quite complex and strenuous causing an impact on school principals' job satisfaction. The problem that was addressed through this basic qualitative study was the low job satisfaction of school principals at a school district in California. The framework used for the study was the job demands and resource theory. The purpose of this research study was to examine the perceptions of TK-12 school principals regarding their job satisfaction based on the job demands and resource framework. Using a basic qualitative research design, data were gathered through semistructured interviews with nine school principals out of 20. The research revealed nine themes that influence principals' perceptions on job satisfaction and job resources: managing the "entirety" of their job; fulfilling the role of instructional leaders rather than operational managers; maintaining a positive school culture; managing stress levels, proactively, balancing between professional and personal life, supportive district personnel and resources; availability of professional development, clarity and organization of expectations, and the presence of trusting relationships with supervisors, coupled with a sense of being valued. The suggestions from this study serve as a guide for establishing healthy job demands and providing essential job resources for school principals and district leaders. The results of this study might bring forth positive social change as principals who are satisfied in their jobs are likely to do their job well which, in turn, might influence teachers' well-being and ultimately students' well-being and academic success. [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.]