Teacher retention remained a critical challenge in secondary schools across Luweero District, with increasing turnover rates threatening educational quality and institutional stability. Transformational leadership emerged as a potential intervention, yet empirical evidence linking leadership styles to teacher retention in this context remained limited. This study employed a cross-sectional survey design involving 245 teachers from 18 selected secondary schools in Luweero District. Data were collected using structured questionnaires measuring transformational leadership dimensions and teacher retention intentions. Correlation and regression analyses were conducted using SPSS version 25.The findings revealed a significant positive relationship between transformational leadership and teacher retention (r = 0.687, p < 0.001). Idealized influence demonstrated the strongest correlation (r = 0.721), followed by inspirational motivation (r = 0.689), intellectual stimulation (r = 0.654), and individualized consideration (r = 0.612). Regression analysis indicated that transformational leadership explained 47.2% of the variance in teacher retention. Transformational leadership significantly influenced teacher retention in secondary schools within Luweero District. School administrators who exhibited transformational leadership behaviors created work environments that enhanced teacher commitment and reduced turnover intentions. The Ministry of Education and school management boards should prioritize leadership development programs focused on transformational leadership competencies to improve teacher retention rates and educational outcomes.