Laissez-faire leadership, characterized by minimal intervention and hands-off approaches, represented a concerning leadership phenomenon in Uganda's public secondary schools. The prevalence of passive leadership practices and their potential impact on teacher motivation required systematic investigation to inform leadership development and educational policy interventions. This study employed a descriptive cross-sectional survey design to examine the relationship between laissez-faire leadership and teacher motivation. A sample of 236 respondents was selected from a target population of 576 stakeholders across four public secondary schools in Kasanje Town Council. Purposive sampling was utilized for school administrators (n=12), Board of Governors (n=24), DEO (n=1), Head Teachers (n=4), and Inspectors of Schools (n=4), while simple random sampling was applied for teachers (n=122) and School Management Committee members (n=69). Data collection employed structured questionnaires and interview guides, with analysis conducted using descriptive statistics, correlation analysis, and regression techniques. The study revealed a significant negative correlation (r=-0.683, p