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The ongoing teacher turnover in South-west Nigeria is causing disruptions to learning environments and raising questions about leadership effectiveness. Hence, this study investigated the relationship between principals' transformational leadership styles and teachers’ job satisfaction in public secondary schools in south-west Nigeria. The specific objectives examined the level of implementation of principals' transformational leadership styles in public secondary schools in South-west Nigeria; the level of teachers' job satisfaction in public secondary schools in South-west Nigeria; relationships between principals’ transformational, idealised, inspirational, intellectual and individualised leadership styles and teachers’ job satisfaction in public secondary schools in south-west, Nigeria. The study adopted a correctional survey method. The study was limited to Nigeria's public secondary schools in three states in South-west geo-political zone (Ondo, Oyo and Ogun). A proportional sampling technique was used based on diversity and geographical distribution to select 72 out of 1,189 public secondary schools. The total sample respondents were 72 principals and 731 teachers using Slovin’s sample size formula at 95% confidence level and 5% margin of error. This study adapted the “Transformational Leadership Styles and Teachers' Job Satisfaction Questionnaire” (TLSTJSQ) to obtain relevant information from the participants. The internal consistency of the questionnaire was determined using Cronbach Alpha, resulting in 0.87 coefficient of reliability. The study utilised a four-point Likert scale to correlate principals' transformational leadership styles and teachers' job satisfaction levels. Research questions were answered using mean and standard deviation. In contrast, Multiple Regression analysis was used to test the primary hypothesis, and Pearson's Product-Moment Correlation statistics was used for operational hypotheses at 0.05 significance level. Findings showed that teachers generally perceived the principals' transformational leadership positively, with a mean score of 3.08. The inspirational motivation and intellectual stimulation dimensions received the highest ratings, suggesting that principals who inspire and intellectually engage the staff positively contribute to job satisfaction. However, the idealised influence dimension showed minimal impact, indicating the need for principals to improve their ethical role and authority. Job satisfaction among teachers was found to be moderate, with an overall mean score of 2.88. Intrinsic factors such as personal fulfilment and student learning outcomes were positively rated, while extrinsic factors like salary, working conditions and professional development opportunities were deemed dissatisfactory. Significant relationships were identified through correlation analysis between principals' transformational leadership styles and teachers' job satisfaction. Specifically, inspirational motivation (r = 0.292) and intellectual stimulation (r = 0.201) were correlated positively with job satisfaction, demonstrating that principals' efforts to inspire and intellectually engage teachers significantly influence job satisfaction levels. Conversely, the idealised influence showed a weak correlation (r = 0.163). In conclusion, this study affirmed a positive correlation between transformational leadership styles and teachers’ job satisfaction, emphasising effective leadership styles in fostering a positive work environment. The study recommended that policymakers invest in leadership development and improve teacher compensation while principals foster collaboration and recognition. The study contributes valuable insights into leadership dynamics and job satisfaction, emphasising the need for strategic interventions to foster a supportive and motivating environment for teachers in south-west Nigeria.