This non-experimental study examines the relationship between teachers' perceptions of their principals' use of transformational leadership styles and teachers' commitments and turnover intentions. The convenience sample consisted of participants from elementary teachers in Texas public school districts, as well as teachers from the researcher's personal and professional contacts. The participants (N = 211) completed a demographic questionnaire regarding their age, content area, gender, salary, and tenure. The perceptions of their principals' leadership styles were measured using the "Multifactor Leadership Questionnaire (MLQ-5X)." Participants rated their commitment using "The Employee Commitment Model (TCM)" and their turnover intentions using the "Turnover Intentions Scale (TIS)." Multiple regression analysis was conducted to determine the relationships between The Big Five leadership styles, teacher commitments, and turnover intentions. Multiple regression analysis was conducted to determine the relationship between Transformational leadership and teacher commitment and turnover intentions of elementary teachers. Data was analyzed using descriptive statistics, correlational analysis, multiple regression analyses, t-tests, ANOVA, and the Scheffe post hoc testing for the four null hypotheses of this research. The results concluded that age was a significant predictor of Affective Commitment. Transformational and Passive Avoidance leadership styles were also significant predictors of Affective Commitment. Passive Avoidance leadership style was also a significant predictor of Normative Commitment. Salary was a predictor of Continuous Commitment. Affective Commitment was a significant predictor of Turnover Intentions. [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.]