Faculty job satisfaction, which is a contributor to faculty retention, develops from the complex interaction of a faculty member's experiences, identities, and work-life situations. Among these things are interactions with administrators. Previous research has demonstrated that faculty job satisfaction is impacted by relationship with administrators and that faculty hold behavioral norms for academic deans. It is unknown whether the adherence of deans to behavioral norms impact faculty job satisfaction. The purpose of this study was to examine the relationship between faculty job satisfaction and faculty perception of deans' adherence to behavioral norms, the extent to which the perceived inappropriateness of dean behaviors mediated this relationship, and the extent to which demographic and position variables moderated this relationship. The results of this study may help understand what proscriptive behaviors are most critical for deans to avoid, and who is most impacted by the behaviors. This research consisted of a survey followed by a three-step analysis process. Faculty from several R1 research universities were invited to participate in a survey regarding their beliefs about the level of inappropriateness of certain proscriptive dean behaviors, and the extent to which they observed these behaviors in their own dean. Data regarding job satisfaction, demographics and positional information was also collected. In the data analysis, exploratory factor analysis identified a three-factor structure of dean behavioral norms based on inappropriateness scores. Rasch modeling was used to calculate person-scores for inappropriateness factors, frequency factors, and job satisfaction scales (intrinsic, extrinsic, and total). Finally, a blocked regression model with interaction terms was used to determine relationships between predictor variables and job satisfaction. This study found that as deans increasingly engaged in proscriptive behaviors related to administrative and governance behaviors intrinsic, extrinsic, and total faculty job satisfaction declined. This relationship was moderated by faculty rank as an assistant professor. The findings of this study have implications for theory, research, and practice related to the understanding of the impact of administrator behaviors on faculty job satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]