This study is an empirical attempt to investigate the relationship between the principal’s professionality and job design in schools. Therefore, the purpose of this study is to examine the relationship among the principal’s professionality, job design and their sub-variables. The specific objects of this research are (1) to examine the degrees of the principal's professionality, (2) to examine the degrees of the principal’s job design, (3) to examine the degrees of the principal’s job design variables according to the levels of the principal’s professionality variables, and (4) to inquire into the differences between and among all variables according to school and personal characteristics. In order to accomplish the above objects, eight subvariables have been identified on the basis of a survey of the literature concerned. The subvariables of the principal’s professionality consist of curriculum management, school management, and educational evaluation. The subvariables of the principal’s job design consist of task variety, task identity, task significance, and feedback. The subject were 450 school teachers randomly sampled throughout Inchon. Data collected were analyzed by mean(M), standard deviation(SD), t- or F-test, specifically following the procedures proposed in SPSS Inha University Computer Center. From this analysis, the following conclusions can be drawn. 1) The higher level of the principal's professionality is hardly strong enough for the teachers' recognition. 2) The degree of the teachers' satisfaction on the principal’s job design shows average level. 3) The relationship between the principal's professionality and the principal's job design reveals that teacher groups with higher levels of the principal’s professionality variables have higher acceptance of the principal’s job design variables while teacher groups with lower or intermediate levels of the principal's professionality variables to that extent. 4) The significant differences don't be exposed on the relationships between and among the variables of the principal’s professionality and job design according to the teachers’ personal and school characteristics.