This study aimed to determine the academic motivation and creative school culture of public elementary school teachers in the Mati District, Division of Mati City. It employed a non-experimental quantitative research design using the correlational method. The respondents comprised 133 public elementary school teachers selected through universal sampling. Data were analyzed using mean, Pearson r, and regression analysis. The findings revealed that the level of academic motivation among teachers, in terms of innovation, creativity, critical thinking, and problem-solving, was often demonstrated. Likewise, the level of creative school culture, measured in terms of relationships, social skills, modeling, clarification, and praise, was also frequently observed. Furthermore, a significant relationship was found between academic motivation and creative school culture among public elementary school teachers. The results also indicated that the domains of academic motivation significantly influenced the creative school culture of teachers. These findings suggest that both academic motivation and creative school culture among public elementary school teachers can be further strengthened by school heads, particularly by improving areas with lower ratings, such as establishing a predictable and stable environment conducive to positive and collaborative teacher interactions.