Effective school leadership directly and indirectly influences the school setting, and teacher and student outcomes. Communication has been identified as an important component of effective school leadership. This research study examined the relationship between teacher communication satisfaction, teacher job satisfaction, and teacher perception of leadership efficacy. Research documenting the impact of effective school leadership and the behaviors of effective school leaders was reviewed. A modification of the Communication Satisfaction Questionnaire developed by Downs and Hazen (1977) was administered to teachers in which there was a single or primary principal. The questionnaire was comprised of Likert-type items measuring teacher communication satisfaction, teacher job satisfaction, and teacher perception of leadership efficacy. Items to gather demographic information were also included. There was a positive and moderately strong relationship between teacher job satisfaction and teacher perception of leadership efficacy. Factor analysis was performed and resulted in identification of three factors of communication satisfaction as opposed to eight factors identified by Downs and Hazen (1977) in their study of employees in service industries, the military, and manufacturing. The three factors identified were 1) Principal-Teacher Relationship, 2) External Elements, and 3) School Personnel Communication. There were positive relationships between teacher job satisfaction and all factors of communication satisfaction. There was a positive relationship between all factors of teacher communication satisfaction and teacher perception of leadership efficacy. The strongest positive relationship was between Factor I: Principal-Teacher Relationship and teacher perception of leadership efficacy. Factor I: Principal-Teacher Relationship was also the strongest predictor of teacher perception of leadership efficacy. The study concluded with recommendations for future researchers and school leaders.