The purpose of this study was to assess the relationship between principalsâ€™ leadership stylesrnand teachersâ€™ motivation in secondary schools of the southwest Shoa zone. To accomplish thisrnpurpose, the study employed descriptive survey research method, which is supplemented byrnqualitative research. The study was carried out in 9 randomly selected secondary schools of thernsouth west Shoa zone. A total of 294 individuals participated in the study. Among them, 201rnteachers and 84 department heads were included as a sample through simple random samplingrntechnique, especially lottery method, 9 secondary school principals were included by purposivernsampling. Questionnaires were the main instrument of data collection. Interviews and documentrnanalysis were also utilized to substantiate the data collected through the questionnaire. Thernanalysis of the quantitative data was carried out by using frequency, percent, mean, andrnstandard deviation. While the data obtained through open ended questions, and the interviewrnwas qualitatively analyzed. The result of the study revealed that, the activities show that thernschools principals moderate share school leadership role with the teaching staff and involvementrnof teachers in decision, no practice respect for teachers opinions regarding school improvementrnexist in the school, exercise more top-down administration system and slightly horizontal.rnGenerally, there are moderately democratic, laissez-faire, and authoritative leadership stylernused in all schools. Further, the study show democratic leadership styles have a goodrnrelationship and promote teachers job motivation in secondary schools. Also the finding of thernstudy revealed that there was a negative relationship between principalsâ€™ laissez-faire leadershiprnstyle and autocratic leadership style with teacher job motivation. The external factor that studyrnshow that: the low practice in police and regulation in school, not implement rewardedrnstrategies, absence capacity to treat teachers equally insignificant supervision and teachers nornhave good relation in secondary, low level conduciveness of working conditions is specially,rnabsence of teachers home secondary school found in rural, no adequate teaching equipment andrnfacilities no practice respect for teachers opinions regarding school improvement exist in thernschool are factor that affect teachers job motivation in secondary. Finally, the study comes uprnwith the following recommendations: principals need more to involve teachers in decisionmaking, recognition practice and equal treat teachers, school principals should use dominantlyrndemocratic and transformational over laissez-faire and autocratic , education offices workrncollaboratively with cluster supervision and upgrade already assigned, making open and regularrndiscussion and rewarding teachers for their achievement and work for the improvement of thesernmotivation factors.