Dissertation (MA Education)This study investigated the influence of leadership styles on teachers' job satisfaction in Tanzania. The specific objectives of this study were: to investigate the determinant factors for Teachers Job Satisfaction (TJS) in public secondary schools, to identify the dominant leadership styles which best predict high TJS in public secondary schools and to examine leadership styles that predict low TJS in public secondary schools in Tanzania. Maslow's Hierarchy of needs and Herzbergs two-factor theory governed the study. A mixed research approach with the help of sequential exploratory research design was opted. These enabled the researcher to collect both qualitative and quantitative data starting with the qualitative data and sequencing to quantitative data. The study dwelt in public secondary schools in Hai district. It involved a total of (100) respondents. The researcher employed questionnaires, interviews and documentary review in gathering data. The qualitative data were analysed by using content analysis where quantitative data were analysed by using SPSS version 20.0 with the help of Microsoft Office Excel. It was found that both internal and external factors determine TJS whereby salary was found to be the key determinant factors for TJS in public secondary schools by about 81.25%. The study further indicates that the democratic leadership style was dominant in predicting high TJS by about 84%, while dictatorship predicted low TJS by about 78%. The study recommended that there should be mechanisms situated to ensure that stakeholders and the government cooperates with teachers to ensure teachers' needs and wants for the job are met. Further study needs to be done on a similar area in private secondary schools, Ordinary secondary and Advanced secondary schools or in tertiary level to finding out how leadership styles influence TJS at a workplace.