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Motivation plays an important role in students‟ performance since they consider teachers as role models. This study was designed to investigate students‟ perceptions about motivating factors that relate to teachers‟ behavior at secondary school level. The sample comprised 500 secondary school students of 10th class (male=250, female=250) who were selected on convenience basis. The data were collected through a questionnaire which contained 48 items, each at five-point rating scale ranging from strongly disagree (1) to strongly agree (5). The instrument was pilot tested and Cronbach Alpha reliability was established at 0.72. Results revealed that teacher-student relationship was considered as highly motivating. Also, there was a significant difference in male and female students' perceptions about teachers‟ personality, classroom environment and learning resources, and collegial support. On the other hand, no significant difference was found in male and female students' perceptions about the nature of teacher-student relationship, teachers‟ professional competence and commitment, reward and punishment.