<![CDATA[Teacher motivation is widely recognized as a key condition for quality instruction and sustainable education. This study examines the relationship between teacher motivation and learner motivation, focusing on intrinsic and extrinsic factors that influence classroom performance. The study is based on a review of literature and policy documents on teacher motivation in Nepal, complemented by qualitative analysis of existing empirical studies. Findings indicate that intrinsic factors such as self-realization, competence, recognition, and interpersonal relationships are stronger predictors of teacher performance than extrinsic factors such as salary and promotion. Motivated teachers are more likely to create engaging learning environments, sustain learner motivation, and support sustainable education goals. However, demotivating conditions including low pay, poor working conditions, limited professional development, and weak leadership continue to constrain teacher effectiveness in Nepal. The study argues that sustainable education requires systematic attention to both intrinsic and extrinsic motivation through supportive leadership, fair compensation, professional development, and recognition. The findings have implications for policymakers, school leaders, and teacher educators seeking to strengthen motivation for quality education.]]>
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