This study examined the influence of emotional support from teachers on the academic motivation of students in North Davao Colleges, Inc. A total of eighty-five (85) college students participated through total population selection. A quantitative–predictive correlational design was employed, and data were analyzed using weighted mean, standard deviation, Pearson correlation, and multiple regression analysis at a 0.05 significance level. Findings revealed that students perceived high levels of emotional support from teachers, particularly in encouragement, feedback quality, approachability, and understanding. Academic motivation was also high, with extrinsic motivation being the most prominent, while intrinsic motivation remained substantial. Results showed a significant positive relationship between emotional support and academic motivation, with feedback quality emerging as the strongest predictor, followed by approachability and encouragement, while understanding was not significant. The study concludes that emotional support from teachers plays a vital role in enhancing students’ academic motivation. Encouragement was the most evident form of support, while feedback quality, though slightly lower, remained influential. Both intrinsic and extrinsic motivations contributed to sustained student engagement, with external incentives being more dominant. Furthermore, stronger emotional support, particularly through effective feedback and approachable teaching, was associated with higher levels of motivation. Based on these findings, it is recommended that academic leaders strengthen programs that enhance teacher-student interaction and emotional support. Faculty members should focus on constructive feedback, approachability, and encouragement, while students are encouraged to actively engage and utilize available support. Future research may explore additional factors influencing academic motivation and examine long-term effects of emotional support.