This study examined the relationship between transformational style of leadership as defined by Leithwood, Aitken, and Jantzi (2006) and teacher job satisfaction as explained by Herzberg’s motivation theory (1959). Additionally, the relationship between transformational style of leadership and perceived principal support and transformational style of leadership and collective efficacy were explored. Two theories form the platform for the study to include Leithwood’s transformational leadership theory and Herzberg’s motivation-hygiene theory. Leithwood identified five dimensions of transformational leadership to include setting direction, developing people, redesigning the organization, improving instructional practice, and related practices in a study identifying the relationship between transformational style of leadership and school conditions as well as classroom conditions (Leithwood & Sun, 2012). Herzberg identified both satisfiers and dissatisfiers, with satisfiers listed as achievement, importance of work, growth, interpersonal relationships, and recognition (Herzberg, 1959). Sixty-six elementary schools located in northern central Alabama participated in the study, with 1,416 teachers responding to respective surveys distributed to them. Four instruments were used to include Leithwood’s Educational Leadership Survey for Teacher Respondents (2006, 2014), Perceived Principal Support Scale (DiPaola, 2012), Collective Efficacy Scale (Goddard & Hoy, 2003), and Teacher Job Satisfaction Scale (Amoroso, 2002). The unit of analysis was at the school level. Four relationships were explored with results indicating positive and significant correlations. Transformational style of leadership and perceived principal support yielded positive results (β = .44 p = .00, t = 3.8) with an adjusted R squared of .16 (p < .01). Transformational style of leadership and collective efficacy yielded positive but not statistically significant results (β = .20 p = .08, t = 1.7), with an adjusted R squared value of .18 (p > .05). Transformational style of leadership and teacher job satisfaction yielded positive and significant results (β = .44 p = .00, t = 3.87) with an adjusted R squared value of .17 (p < .01). Transformational style of leadership working through perceived principal support and collective efficacy to positively affect teacher job satisfaction was analyzed using a structural equation model: path analysis, which was not confirmed.