Examining teacher motivation is crucial for Ministries of Education to sustain a committed teaching workforce. Through a survey, this study explored the factors that affect teachers’ motivation to remain in the teaching profession in Cambodia. Descriptive statistics revealed that teacher respondents view core and contributing motivational factors identified in the study positively. Inferential analysis highlighted significant associations between teacher motivation and indicators such as length of teaching experience, use of personal funds for professional development, adequacy of school facilities, educational attainment, and promotion history. A predictive model further identified a combination of motivational factors (e.g., salary, incentives, benefits, and perception of government policies) and demographic variables (e.g., gender, length of teaching, participation in school-based and peer learning) as significant predictors of motivation to stay in the profession. The results provide valuable insights for policies aimed at enhancing teacher retention by addressing both systemic and individual-level factors.