The purpose of the present study is to examine job satisfaction of teachers employed in ultra-orthodox schools, as a mediator in the relationship between the teachers' perception of the school principal's authentic leadership and the teachers' organizational citizenship behavior (OCB). This unique population constitutes a significant part of the schooling system in Israel and therefore it is important to examine the patterns of action in it. In line with the sequence theory, positing that perceptions influence attitudes which subsequently influence behaviors, this study examines teachers' perceptions of authentic leadership characterized by self-awareness, balanced processing, transparency, and morality. Additionally, it explores teachers' attitudes regarding job satisfaction, reflecting positive sentiments toward their workplace, as well as their OCB, actions beyond their formal duties, directed towards students, colleagues, and the school as an institution. A total of 282 male and female teachers from ultra-Orthodox schools in Israel participated in the study, responding to questionnaires regarding authentic leadership, job satisfaction, OCB, and providing background information. Through hierarchical regression analysis, the study revealed that the teacher's job satisfaction serves as a full mediator in the relationship between the school principal's authentic leadership and teachers' OCB. These findings underscore the significance of educational leadership in ultra-Orthodox institutions, particularly given the administrators' limited training and the scarcity of research in this area. Furthermore, they validate the presence of a noteworthy educational model in Israel that has hitherto received insufficient attention.

Keywords: Authentic leadership, workplace satisfaction, organizational citizenship behavior, schools, ultra-orthodox.