Given the fact that teachers in educational institutions such as secondary schools make strident efforts to ensure that they churn out human capital that either contribute to the national economy, or are poised to do so, it is pertinent to always consider issues that could hinder them from carrying out their arduous task assiduously. According to Msoroka (2010), one of such issues is that of teacher motivation. Msoroka asserted that apart from management, the most important factor in assuring teacher quality, as well as the quality of their products (students) is motivation. Like other individuals earning a living at various ventures of human enterprise, teachers are also workers who desire and require motivation in order to put them in the frame of mind for optimum productivity.