This study examined the influence of school head leadership styles on teachers’ commitment in public secondary schools in Ubungo Municipality, Tanzania. A mixed-methods approach utilizing convergent parallel design employed, with data collected through questionnaires from teachers and semi-structured interviews, observations, and documentary reviews. A sample size of 100 participants, including 94 students, 4 head teachers, and 2 Ward Education Officers. The study was guided by Situational Leadership Theory. The instruments were valid and Reliable for data collection, giving Cronbach's Alpha 0.7. The results indicated that the predominant leadership contradictory approach characterized by high control but low support, closely aligning with autocratic tendencies. Teachers felt excluded from decision-making, reported being demotivated by autocratic leadership, and observations confirmed a top-down management style that limited teacher autonomy. Some superficial democratic practices, such as encouraging idea sharing, were observed; there was a significant lack of genuine participatory leadership in critical areas, including policy implementation and consensus building. The study concludes that the prevailing leadership styles significantly undermine teacher morale and commitment. We recommend that secondary school heads should adopt all kinds of leadership styles, policymakers institute continuous leadership training, and revise policies to formalize inclusive decision-making processes, enhance teacher commitment, and improve educational outcomes.