Low teaching motivation is critical. The predictive impact of self-efficacy and organizational commitment on teaching motivation was studied. Using a predictive research design, involving 194 elementary public-school teachers, applying a survey technique, and analyzing the data using multiple linear regression, the results showed that the model substantially (45%) and significantly predicts the criterion, partly affirming Self-Determination Theory. Future research may explore other SDT dimensions or mediating variables, while school leaders may focus on strengthening organizational commitment and enhancing self-efficacy to sustain teacher motivation.