The purpose of the study was to examine teachers’ intrinsic and extrinsic motivation in leadership for learning (LfL) in Aboabo Educational Circuit (AEC) in the Ashanti Region of Ghana. The study employed an explanatory correlational quantitative research approach. The population of the study consisted of ten (10) headmasters and forty-two (42) teachers in public Junior High Schools (JHS) of Aboabo Educational Circuit. Convenience, purposive and quota sampling techniques were used to select schools, headteachers and teachers for the study. The main instrument used for data collection was questionnaire. Spearman’s rank order correlation was used to analyse research hypotheses 1 and 2; Wilcoxon test was also used to analyse research hypothesis 3. The study revealed that intrinsic teachers’ motivation is negatively related to Leadership for Learning within the AEC. The study also indicated that extrinsic teachers’ motivation has an insignificant positive association with Leadership for Learning within the AEC. The study also concluded that there is a significant difference between Intrinsic Teacher Motivation (ITM) and Extrinsic Teacher Motivation (ETM) in AEC. Therefore, ITM and ETM plays minimal or no role within AEC. It is recommended that the officers within AEC must not focus only on high pupils’ academic achievement at the detriment of taking appropriate steps to make classroom teaching interesting and attractive. It is also recommended that School Management Committees within AEC must in their small way do their best to boost the extrinsic motivation of teachers within the circuit.