This study examined the self-motivated classroom environment and cooperative learning strategies of teachers in public secondary schools in Marilog District, Division of Davao City. A non-experimental quantitative research design employing the correlational method was used, with 133 teachers selected through universal sampling as respondents. Data were analyzed using mean, Pearson r, and regression analysis. Findings revealed that the self-motivated classroom environment, and cooperative learning strategies were high. Results further indicated a significant relationship between the self-motivated classroom environment and the cooperative learning strategies of teachers. Moreover, the domains of classroom environment were found to significantly influence cooperative learning strategies. These findings suggest that fostering a strong self-motivated classroom environment can enhance cooperative learning strategies, thereby improving teachers’ overall performance in public secondary schools in Marilog District, Division of Davao City.