Dissertation (MA Education)The aim of this study was to investigate the strategies employed by heads of schools for motivating teachers used in rural public secondary schools in Tanzania. The study was conducted in Ushetu Council, where by 8 rural public ordinary level secondary schools were selected. The study involved 51 respondents where 32 were classroom teachers, 8 were academic masters, 8 were heads of the respective schools, 2 school inspectors and 1 Secondary District Officer. The study used probability sampling technique which included Simple Random Sampling to obtain classroom teachers and the school inspectors. Data were collected through questionnaire, documentary review and a Checklist. The study found that many classroom teachers were not motivated in their work, while very few indicated that they were somehow motivated by some ways. From discussion of the findings, based on research objectives, the study has given recommendations that teachers should be engaged in various training, seminars and workshops to always update their knowledge in order to cope to their job and their environment, the Ministry of Education Science and Technology should allocate more funds to the rural public ordinary secondary schools to enable heads of schools provide rewards to teachers and improve school management through improving training of heads of schools found in rural public secondary schools. Furthermore, the study recommended an in-depth study to assess the impact of teachers‟ motivational strategies on the general performance of secondary schools using a larger sample and covering a wider geographical area as well as conducting another study to differentiate the perception between learners who are being taught by the motivated teachers and those who are taught by unmotivated teachers.