The purpose of this study which employed the mixed research methods was to examine the role of leadership styles (authoritarian, democratic and laissez-faire) on job satisfaction among secondary school teachers in Geita Town Council. The study was guided by the Path-goal theory. The study used embedded research design whereby both quantitative and qualitative data were collected concurrently through a self-completion questionnaire. Two types of questionnaires were administered to respondents; Leadership Style Questionnaire (LSQ) and Teacher Job Satisfaction Questionnaire (TJSQ). Leadership style questionnaire was administered to both school Heads and teachers while teacher job satisfaction questionnaire was administered to teachers only. Four open-ended items were attached to TJSQ in order to get qualitative data to supplement the quantitative data. Stratified random sampling was used as the preferred type of probability sampling technique for this research. The sample size was 217 secondary school teachers. Descriptive statistics was used to analyse quantitative the data with the help of Statistical Package for the Social Sciences (SPSS) 20 version. The qualitative data were thematically analyzed. Findings demonstrated that authoritarian leadership style plays a negative role on teacher job satisfaction. Democratic leadership style and laissez-faire leadership style play a positive role on job satisfaction of teachers. The study established further that secondary school teachers in Geita Town Council were not satisfied with their jobs due to the low salary which did not satisfy their needs, poor working environments such as shortage of teachers’ accommodation and a shortage of teaching and learning materials. The study concluded that democratic leadership style and laissez-faire leadership style play a positive role on teachers’ job satisfaction but authoritarian leadership style plays a negative role on job satisfaction of teachers in Geita Town Council.