This study examined the influence of leadership styles on teacher retention in selected secondary schools in Luweero District, Uganda. Guided by the Transformational Leadership Theory (TLT) developed by Burns and expanded by Bass, the study investigated how leadership behaviors particularly transformational, transactional, and laissez-faire styles affected teacher commitment and long-term retention. The theory was applied to understand the extent to which inspirational motivation, intellectual stimulation, contingent rewards, and leadership disengagement influenced teachers’ decisions to remain in their schools. The specific objectives were to: (1) assess the relationship between transformational leadership and teacher retention, (2) determine the effects of transactional leadership on teacher retention, and (3) establish the effects of laissez-faire leadership on teacher retention. A mixed-methods approach was employed, integrating both qualitative and quantitative strategies. A descriptive and correlational research design was used with a cross-sectional survey conducted among 138 respondents drawn from four secondary schools using purposive and random sampling techniques. Data were collected through questionnaires and interviews. Validity and reliability of the instruments were established using the Content Validity Index (CVI) and Cronbach’s Alpha, respectively. Quantitative data were analyzed using SPSS to produce descriptive statistics, Pearson’s correlation, and regression analyses, while qualitative data were thematically analyzed. The findings revealed a significant positive relationship between transformational leadership and teacher retention, especially where leaders inspired, motivated, and supported teachers professionally. Transactional leadership had a moderate influence, with contingent rewards contributing positively, while passive management had a limited effect.