The rate of educational development in Nigeria is constrained by social, economic, and political factors. This affects the adult literacy rate in the country, which is about 60% and lower for adults in rural areas. Teachers play pivotal roles in improving student enrolment, retention, and completion. Teachers' motivation levels may determine how they effectively play such roles. This study addresses the relationship between teacher motivation and high productive performance by teachers. The study uses the context of Northern Nigeria whose struggles with literacy and education generally are more pronounced than the rest of the country. The study uses Baseline Survey data from the 2014 Teacher Development Program In-Service Training Component Impact Evaluation conducted in North West Nigeria. A binary multiple logistic regression model is used to evaluate the relationship between job satisfaction, some sociodemographic factors, and some perceptions relating to teaching. It is hoped that the findings will be beneficial to an international audience especially for comparative benefits in motivation and job satisfaction. In addition, the findings will be beneficial to educators in Nigeria in addressing the issue of teachers' motivation, performance and job satisfaction. [For the full proceedings, see ED597456.]