This study examined the motivation and job satisfaction of teachers in the Eastern Tabuk District, Tabuk City, and their implications for teacher retention during the School Year 2025–2026. Using a descriptive survey method, data were collected from eighty-four (84) randomly selected public high school teachers through a structured questionnaire and supported by interviews. The study focused on teachers’ profiles, motivational approaches, dimensions of job satisfaction, and the problems encountered in their professional duties. Findings revealed that teachers generally demonstrated a high level of motivation, particularly in understanding the significance of their work, receiving recognition, maintaining personal credibility, and engaging in collaborative relationships. Job satisfaction was also found to be favorable, especially in areas related to leadership, authority, and professional growth. However, moderate concerns were noted in terms of salary, benefits, and support systems. Teachers also encountered several challenges, including low student performance, limited teaching resources, and financial constraints affecting professional advancement. The results suggest that motivation and job satisfaction play a significant role in sustaining teacher commitment and retention. Strengthening recognition programs, improving access to professional development opportunities, and providing adequate institutional support are essential to enhance teachers’ work experiences and overall educational outcomes.