Intrinsic motivation holds a paramount significance for teachers, as it serves as the driving force behind their unwavering commitment to fostering a dynamic and enriching learning environment. Teachers propelled by intrinsic motivation are more likely to exhibit resilience in the face of challenges, continuously seek opportunities for professional growth, and engage in reflective practices to refine their teaching methods. This innate drive not only enhances their job satisfaction and overall well-being but also permeates into the classroom. Consequently, nurturing and harnessing intrinsic motivation among teachers is essential for the cultivation of a vibrant educational ecosystem that nurtures intellectual curiosity, innovation, and shapes future generations into empowered, well-rounded individuals. Considering the importance that intrinsic motivation plays in the development of quintessential teaching and learning conditions in the education sector, especially for government primary school teachers, this study explored the possibility of designing interventions and strategies to encourage intrinsic motivation, using the self-determination theory perspective in the context of government schools.