The study examined the effect of head teachers’ transactional leadership style on the teachers’ job commitment in primary schools in Bundbuyo district, Uganda. A total of one hundred and forty-seven (147) respondents including 7 head teachers and 140 teachers were selected. The research instrument used to collect data for the study was questionnaire and the study used quantitative data analysis technique. Reliability of the instrument was established with the use of pilot study and the value of 0.983 and validity was determined through face and content validity with a CVI value of 0.825. One hundred and forty-seven (147) sets of questionnaire were administered to head teachers and teachers in the seven (7) selected government primary schools in Bundbuyo district. However, ninety (95) sets of questionnaire were returned. Data were analyzed using descriptive statistics and inferential statistics including Pearson correlation coefficients and regression analysis with the aid of Statistical Package for Social Sciences (SPSS). The study showed a significant positive relationship between transactional leadership styles and teachers’ job commitment. Basing on the findings, the study therefore recommends that the head teachers should also have their own visions and development plans for teachers, working in groups and champion team work Spirit.