Al Dulaimi, Noor2021-08-262021-08-262021-0620198724https://bspace.buid.ac.ae/handle/1234/1893The main objective of this study was to explore which leadership styles principal educators consider to be negative or positive concerning their self-determined job satisfaction. The participants that will be included in this study are teachers from different American schools in Al Ain city, United Arab Emirates. Moreover, the specific questions for this study are: 1. What is the connection between the apparent leadership style of educators’ principals and the teachers' self-declared job satisfaction? 2. Does a particular leadership style (transformational, transactional, or laissez-faire) necessarily lead to higher teacher job satisfaction? Two quantitative instruments were utilized to accumulate information and one qualitative instrument was utilized to increase the profundity of comprehension of the results. Transformational, transactional, and laissez-faire styles of leadership were established utilizing a survey that asked teachers' assessments of their principal's leadership. Also, by utilising one of the quantitative surveys, job satisfaction was measured. After that, interviews were undertaken as part of the qualitative part to add more information to the quantitative part of this research. The results indicate that there are large correlations between the principal's leadership style and the overall job satisfaction of teachers. leaders' transformational leadership, compared to the other two kinds of leadership styles, positively affected educators' general job satisfaction. The research's implications are discussed, and suggestions are made for future research on the subject.enleadership styleeducationUnited Arab Emirates (UAE)principal educatorsAmerican schoolsjob satisfactiontransformational leadershipDissertation