Dissertation (MA Education)This study was carried out to assess teachers' participation in decision-making as a motivational factor in teaching in Tanzanian public secondary schools. To achieve objective, three specific objectives were composed. These are to assess the patterns of teachers' participation in decision-making as a motivational factor in teaching, to examine the perceptions of teachers about decision-making as a motivational factor in teaching in public secondary schools and to assess the extent of teachers’ participation in decision-making and their motivation in teaching in public secondary schools. A mixed research approach guided the study, and concurrent mixed methods design was employed in this study. Two theories also guided this study: Maslow’s Hierarchy of Needs Theory and Herbert Simon's Theory of Rational Decision-Making. Data were collected through interviews, documentary reviews and questionnaires. The study involved 122 respondents where 110 were teachers, 5 heads of schools, 5 ward education officers, 1 district education officer and 1 district teachers’ service commission officer. The findings revealed that there are patterns such as staff, discipline, departmental, School Management Team, and OPRAS patterns at the school level which used to involve teachers in decision-making while at the district and ward level, the patterns are different. The findings also indicated that most teachers participated in decisions and have been motivated in teaching. Therefore, there is a significant association between the participation of teachers in decision-making and motivation in teaching. The study concludes that participation of teachers in decision-making is a key factor for motivating them in teaching. The study recommends that the challenges encountered by teachers have to be addressed by district and zonal quality assurers to help teaching and learning improve.