This mixed-methods study investigated the relationship between school principals' leadership styles and teacher job satisfaction in eight Lebanese PreK-12 schools. Interviews with principals and questionnaires completed by 120 teachers assessed principals' leadership styles (transformational, transactional, passive-avoidant) and their impact on various facets of teachers' job satisfaction. Findings revealed that most principals employed a situational leadership approach, adapting their style to specific contexts. However, a dominant transformational style was positively correlated with higher overall teacher job satisfaction.
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