Teacher motivation plays an important role in the success of education, which is influenced by many factors. Therefore, this article examines how gender, tenure, and level of education influence teacher motivation. Data were collected with the use of questionnaires of 135 Indonesian teacher respondents, in-dept interviews, and observations. Numeric data were analyzed by means of Statistical Package for the Social Sciences (SPSS analysis). The research showed that male teachers are more motivated than female teachers. Junior teachers have a higher motivation than senior teachers. Teachers with a bachelor’s degree are more motivated than teachers with a master’s degree.

Psychometrically sound and practical measures of school value, teacher autonomy, and teacher motivation were developed. Further, this study examined relationships among school value, teacher autonomy, and teacher motivation and compared the differences between elementary and secondary school teachers in those variables. Findings showed that those measures are reliable and valid. Also, elementary school teachers scored higher in those three variables than secondary school teachers. Particularly, school value and teacher autonomy were significant predictors of teacher motivation. The implication for school organization is to enhance positive school value and provide teachers with more autonomy, which will encourage teacher motivation.