This study aims to explore the practices of transformational leadership and its influence on teachers' job satisfaction in Addis Ababa government secondary schools. Narrative research design was employed to achieve the objective of the study. Thirty-nine school principals were selected using a purposive sampling technique. Thematic analysis was used to investigate the qualitative data that was gathered through principal's interview. The finding of this study reveals that school principals are practicing transformational leadership by consoling their staff members to consider new thoughts, to use a variety of technologies, and to involve in training to fill any knowledge gap. Principals also strive to take into account the needs of each teacher and function as role models in all of their activities. However, it is not operated to its fullest potential in schools due to challenges related to teachers engagement in routine activities than creating new methods and ideas, multiple responsibilities of school principals, COVID-19-related activities, and poor school environment. Teachers' job satisfaction is also low due to low level of transformational leadership. Hence, enhancing the exercise of transformational leadership through improving the school environment and delegating principals authority to the department heads, teachers, and student representatives is required to escalate the teachers' job satisfaction.