This study investigated the influence of school heads’ motivational practices on teachers’ job satisfaction in public secondary schools at Igunga District, Tanzania. This study was guided by three specific objectives which were to examine the influence of job recognition on teachers’ job satisfaction in public secondary schools, to find out the effect of professional development programs on teachers’ job satisfaction and to determine the contribution of participatory decision-making on teachers’ job satisfaction in public secondary schools. The study was guided by the Herzberg’s Two Factor Theory of motivation. The study employed a mixed research approach in the collection and analysis of its data. Convergent parallel research design was used to collect data from the sample size of 99 respondents by using both questionnaires and interview guides. Findings from the study revealed that school heads’ motivational practices such as job recognition, professional development programs and participatory decision making have an influence on teachers’ job satisfaction. The study further recommended that all school heads should motivate their teachers in order to enhance their job satisfaction.