This dissertation examines the relationship between principals' leadership style: transformational, transactional, and laissez-faire; and chronic teacher absenteeism in schools. Through a mixed-methods approach and a parallel convergent design, this study integrated quantitative data from teacher attendance records with qualitative insights from teacher perception surveys and interviews with principals. The purpose of this study was to test transformational and non-transactional leadership by relating principal leadership styles to chronic teacher absences for educators in an American suburban school district. Despite the lack of statistical significance from the teacher attendance data, the qualitative findings reveal that teachers under transformational leadership tend to exhibit more positive attitudes and slightly lower absenteeism, suggesting that this leadership style fosters a supportive and motivating school climate. Conversely, laissez-faire leadership styles were less consistently associated with these positive outcomes. This research highlights the complex influence that leadership styles have on teacher attendance and suggests a potential preference for transformational leadership practices in educational settings according to teacher-reported perceptions. By further exploring how different leadership styles impact teacher behavior and school culture, this study contributes to a deeper understanding of leadership styles that may reduce teacher absenteeism and have the potential to increase student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]