The purpose of this quantitative correlational study was to determine if faculty trust in principals and collaborative leadership behaviors predicted teacher job stress in K-12 public education settings. The study consisted of 141 certified teachers from one large K-12 school district in Texas. This research sought to answer four research questions to determine: 1) if there was a relationship between faculty trust in the principal and teacher job stress, 2) if there was a relationship between faculty trust in the principal and a principal's collaborative leadership behaviors, and 3) if there was a relationship between a principal's collaborative leadership behaviors and teacher job stress, and 4) if faculty trust in the principal and collaborative leadership behaviors predicted teacher job stress, controlling for years of experience and gender. The research examined the collaborative leadership model and the Affective Events Theory. Participating teachers completed the Omnibus T-Scale, the Alliance Web Survey, and the Stress in General Scale. Pearson's correlation analysis indicated there were statistically significant relationships between: a) faculty trust in principal and teacher job stress (r = -.306, p < .001), b) faculty trust in principal and collaborative leadership behaviors (r = .66, p < .001), and c) collaborative leadership behaviors and teacher job stress (r = -.287, p = .001). The findings of the multiple regression analyses revealed that faculty trust in principal and collaborative leadership behaviors together predicted teacher job stress, controlling for years of experience and gender, R 2 = .121, F(4,136) = 4.629, p = .002. This study determined that faculty trust in the principal and collaborative leadership behaviors predict teacher job stress, controlling for the demographic variables of years of experience and gender.