This study aimed to investigate the effects of school leadership styles on job satisfaction in private and public secondary schools in Ngara district, Kagera region, Tanzania. More specifically the study determined the leadership style(s) using the autocratic, democratic, laissez faire and transformational leadership styles and the effect on teachers‟ satisfaction in terms of decision making, recognition, motivation and empowerment in private and public secondary schools. The findings of this study are expected to benefit school heads and teachers among other stakeholders who will get first-hand information on the study. Additionally, the general public will increase their knowledge and help them understand the role of effective school leadership on teacher’s job satisfaction. It will also benefit other researchers who would want to carry out research on similar topics. The objectives of this study were on leadership styles, job satisfaction, empowerment and motivation. An experimental research design was used and mixed approach adopted. The target population of interest was twenty two public secondary schools and four private schools registered in Ngara district. Probability and non-probability sampling technique or methods were used for this study. The respondents were selected according to the number of teachers teaching in a school concern and the heads of schools were selected purposively. Quantitative data was analyzed through the use of SPSS 17.0 version program which include frequencies, percentages, and correlation while the qualitative data was analyzed through the use of content analysis. The analyzed data was presented using tables, bar charts and pie charts. The study recommends that the Ministry of Education and private institutions should seek ways to improve job satisfaction of teachers in the middle of their teaching profession by improving working conditions and giving them more opportunities for training. Leaders should be able to work with others to implant the vision into the structures and processes of the school. They should be able to communicate the vision to the staff of what their schools should become.