Transformational leadership emerged as a critical factor influencing teacher motivation in educational institutions across Uganda. The persistent challenges of teacher demotivation in public secondary schools necessitated investigation into leadership approaches that could enhance workforce engagement and commitment. This study employed a descriptive cross-sectional survey design to examine the relationship between transformational leadership and teacher motivation. A sample of 236 respondents was drawn from a target population of 576 stakeholders in four selected public secondary schools in Kasanje Town Council. Data collection utilized both quantitative and qualitative instruments, including structured questionnaires and interview guides. Purposive sampling was used for school administrators, Board of Governors, DEO, Head Teachers, and Inspectors of Schools, while simple random sampling was applied for teachers and School Management Committee members. Data analysis involved descriptive statistics, correlation analysis, and thematic content analysis.The study revealed a strong positive correlation (r=0.742, p