Research on school effectiveness has underscored the importance of the personal investment and commitment of teachers to education in general, as well as to the particular mission of their own school. This paper presents three analyses that examined the relationships among teachers' perceptions of school leadership, school culture, and teacher satisfaction and commitment. Data were collected through the administration of a Likert-scale survey to 101 teachers from Illinois, 241 teachers from Arizona, and 416 teachers from Florida. In the first study, multiple regression analysis found that a school culture that stresses accomplishment, recognition, and affiliation is related to satisfaction and commitment. The second multiple regression analysis determined that different principal behaviors foster different cultures or "environments" within the school. The third study used path analysis to examine the relative impact of different leadership behaviors on teacher satisfaction and commitment, focusing on the mediating role of teacher perceptions of school culture. The findings support the theoretical notion that principals' actions create distinct working environments within schools, and that these different kinds of environments are highly predictive of teacher satisfaction and commitment. Future research should examine specific ways to develop school cultures that foster a sense of affiliation, recognition, and accomplishment among teachers. Five figures and seven tables are included. The appendices contain of summary of variables. (LMI)