This study examined the influence of leadership style on job satisfaction among academic staff in universities in Lagos State, Nigeria. The study was motivated by the growing concern over declining levels of motivation, commitment, and satisfaction among academic staff in Nigerian universities, which may be linked to the leadership approaches adopted by university administrators. The descriptive survey research design of the correlation type was employed for the study. The population comprised all academic staff across selected public and private universities in Lagos State, while a convenience sampling technique was used to select respondents from various faculties and departments. Data were collected using a structured questionnaire titled Leadership Style and Job Satisfaction Questionnaire (LSJSQ), which was validated by experts in educational management and tested for reliability through a test for internal consistency yielding a Cronbach’s alpha coefficient of 0.84. Descriptive statistics such as mean and standard deviation were used to analyze demographic data, while inferential statistics such as Pearson Product Moment Correlation (PPMC) and multiple regressions were employed to test the hypotheses at a 0.05 level of significance. Findings revealed that leadership styles particularly transformational and democratic styles had a significant positive influence on academic staff’ job satisfaction, whereas autocratic and laissezfaire styles showed a negative or negligible relationship. The results suggest that effective leadership practices characterized by participatory decision-making, recognition, communication, and supportive supervision enhance academic staff’ morale and satisfaction with their jobs. This study concludes that effective leadership style, particularly transformational and democratic approaches, significantly enhances job satisfaction among academic staff in Lagos State universities, with participatory decisionmaking, motivation, and fairness serving as key drivers of positive work attitudes and institutional commitment. It was recommended that university administrators adopt more inclusive and transformational leadership styles that foster collaboration, professional development, and a positive work environment to promote academic productivity and institutional growth.