Abstract
Purpose. The purpose of this qualitative study was to explore how school principals' behaviors influence teacher job satisfaction as perceived by teachers within their school organization. Methodology. A qualitative case study design was used to explore the following research question: How do school principals' behaviors influence teacher job satisfaction within the school organization? The study investigated school principals' behaviors that influence teacher job satisfaction through semistructured interviews with public high school teachers. For this study, the researcher utilized a purposeful sampling approach by interviewing six participants who had served as a public high school teacher for 5 years or more under the same principal leadership. The researcher used an interview protocol to ensure reliability for the study. To ensure accuracy of the findings, the researcher utilized validation procedures of a researcher statement, peer examination, and member check to provide evidence of accurate information (Creswell, 2012; Merriam, 1995). Findings. Three major themes emerged with regard to how school principals' behaviors influenced teacher job satisfaction as perceived by teachers within their school organization. These three themes included (a) trust, (b) positive outlook, and (c) promoting a friendly atmosphere. Conclusion. The study revealed that high school teachers not only valued trust but also believed that it served as a foundation for positive relationship building. The findings showed that high school teachers identified positive outlook as a key finding of job satisfaction, as teachers felt motivated and more inclined to achieve. Additionally, the high school teachers felt that a friendly atmosphere influenced the level of satisfaction when interacting with the principal. Recommendations. Future research should explore additional perceptions and conclusions relating to elementary principal leadership behaviors and environments regarding influencing behaviors leading to high levels of job satisfaction. This research study has direct implications for principal leadership and teacher leadership development programs. This study adds to the contexts of educational and organizational leadership, while advancing leadership curriculum and areas of focus for school principals.