Lack of motivation and engagement in teaching academic writing is a pressing concern. This study explored the motivation and engagement of Senior High School English teachers in teaching academic writing. Descriptive-design, purposive sampling, interview, and thematic analysis were utilized as research methods. The data from 15 purposely chosen participants revealed that teachers’ flexible instruction and strategy use, skilled and reflective teaching practices, supportive relationships and feedback with students, and strong commitment and enthusiasm promoted motivation and engagement. Teachers may focus on strengthening classroom practices to enhance teaching and learning quality outcomes. Future studies may use multiple regression analysis and Exploratory Factor Analysis (EFA) to examine the relationships and develop questionnaires of the variables mentioned.