The study was conducted to compare the impact of principals’ leadership styles on job satisfaction of teachers. The instruments used for this study were the Leadership Styles Measurement Questionnaire (LSMQ) and the Job Satisfaction Scale for Teachers (JSST). The sample of the study was 352 principals and secondary school teachers working under their headship in public sector secondary schools in the province of Punjab, Pakistan. Completed questionnaires were returned from 310 principals and 1188 teachers. So, the response rate was 88%. Data were analyzed by using SPSS version 15 to test the null hypotheses. T -test and one way ANOVA were applied. Statistical and descriptive evidences of the study concluded that 82% of school principals use a democratic style of leadership and only 18% use an autocratic style of leadership. Male and female heads have demonstrated significant differences in their leadership styles. Teachers working under a democratic style of leadership were more satisfied than teachers working under an autocratic style of leadership. When male and female arts teachers were compared on both styles, there was a significant difference as female teachers were more satisfied. Overall female teachers were more satisfied with their pay, work, working conditions, colleagues, promotion, teaching profession, and supervision than males. Age, qualification, experience, academic work, refresher courses, number of teachers and students in school, and posting had no significant impact on job satisfaction levels of teachers.