Teacher motivation plays a key role in promoting excellence in teaching and learning and is also essential to the teaching and learning process. However, few teachers in Ethiopia are likely to be unmotivated. Therefore, the main objective of this study was to investigate the factors that influence the work motivation of teachers in public secondary schools in Chelia District, West Shoa Zone, Oromia Regional Government State. A cross-sectional survey design was used for this study. The sample respondents were selected from the sampling frame using simple random sampling. Using Kothari's questionnaire formula, 80 selected teachers from three public secondary schools in the Chelia district were identified and 5 key informant interviews and 3 focus groups were conducted. Descriptive statistics and inferential statistics such as binary logistic regression were used for quantitative data analysis, and narrative analysis was performed for qualitative data to meet the stated objectives. The descriptive analysis found that 73.75 percent of the teachers were demotivated while 26.25 percent of them were motivated. The analysis of the binary logit model showed that school leadership positively and significantly influenced the motivational state of teachers.