<![CDATA[This study aims to analyze the influence of well-being, both financial and non-financial, on the work motivation of elementary school teachers. Teachers play a crucial role as facilitators and motivators in the learning process, therefore, a thorough understanding of the factors that drive their work motivation is crucial for the sustainable improvement of educational quality. This research employed a qualitative approach with a case study design, conducted at Ngawensari 1 Elementary School in Kendal Regency. The research subjects were purposively selected, consisting of the principal and six teachers. Data collection techniques were comprehensive through in-depth interviews, direct observations in the school environment, and documentation analysis. The collected data were then analyzed using the Miles and Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing. The results show that teacher well-being significantly influences their work motivation. A better level of well-being directly contributes to increased discipline, professional responsibility, and teacher creativity and innovation in the classroom learning process. Conversely, financial constraints can reduce focus and enthusiasm for work. Furthermore, non-financial factors such as a harmonious work environment and supportive principal leadership have proven crucial in strengthening teacher psychological well-being and motivation. These empirical findings strengthen the application of Self-Determination Theory which emphasizes the importance of covering basic psychological needs in order to build optimal and sustainable work motivation in the basic education sector.]]>
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