This study investigates the selected factors that influence teacher motivation in primary schools in Morogoro Municipal Council, Tanzania. The study, grounded in a pragmatic philosophy, employs a convergent design and a mixed research approach to gather quantitative and qualitative data from primary schools in Morogoro Municipality. The target population comprises teachers, heads of schools, and the District Education Officer (DEO), with a sample size of 68 respondents selected through simple random and purposive sampling. Data collection includes self-administered questionnaires for teachers and interviews with heads of schools and the DEO. Validity and reliability were rigorously assessed, yielding a Cronbach’s alpha of 0.778. Ethical considerations, including informed consent, confidentiality, and ethical clearance, were strictly adhered to through approval from Jordan University College and Morogoro Municipal Council. The analysis highlights that teacher motivation in primary schools’ hinges on factors like strong leadership, resource adequacy, and collaborative environments, although challenges such as workload and work-life balance persist. To improve motivation, administrators should prioritize leadership support and resource provision, while policymakers must address workload concerns through supportive policies. Teachers should embrace collaboration and seek recognition, and parents and communities should foster supportive environments. By addressing these aspects, schools can enhance teacher satisfaction and effectiveness, ultimately benefiting the educational environment.