Abstract: There has been a worldwide concern about human relation strategies that are applied in schools by the principals to enable healthy teacher productivity. The objective of this study was to assess the influence of principals’ provision of motivation strategies on teacher productivity in public secondary. The study was guided by human relations theory and the theory of educational productivity. Mixed methodology was adopted and the descriptive correlational designs with concurrent triangulation model. The target population was 4,921 consisting of 4,312 teachers, 291 principals, 291 BoM chairpersons 18 MoE/TSC officers and 9 TSC HROs. Sample size was 518 comprising of 433 teachers stratified randomly sampled, 29 principals stratified randomly sampled, 29 stratified randomly sampled, 18 MoE/TSC officers purposively sampled and 9 TSC HROs purposively sampled. Questionnaires were for teachers, principals and BoM chairpersons. Interview schedules were for MoE/TSC officers and the TSC HRO officers. Validity was established through judgment by educational management experts’ analysis. Reliability was established using the split-half method. A reliability index of r≥0.75 was obtained using Cronbach Alpha Method, indicating high internal reliability. Data triangulation through multiple analyses ascertained credibility, whereas dependability was established by detailed reporting of each data collection process. Quantitative data used descriptive statistics such as frequencies, percentages, tables and inferentially using liner regression with the help of SPSS (Version 24). Qualitative data was analyzed thematically and presented in narrative forms and verbatim citations. The findings established that principals were not using motivation strategies significantly neither was professional development applied among the schools.