Attrition is a major cause of the teacher shortage, threatening the educational future of America's youth. Teachers' decisions to leave are based on motivation/demotivation, school climate, and students' attitudes and behaviors; however, the relationships among these factors require further study. The purpose of this quantitative, predictive correlational research study was to examine if, and to what extent, relationships exist among teacher motivation, perceived school climate, and student behaviors among 111 secondary public-school teachers in Louisiana, using question items from the AWS, PBPS, and WEIMS questionnaires. Ten research questions and their corresponding hypotheses, each involving pairing a variable with teacher motivation and creating a model to predict teacher motivation, were evaluated using multiple-regression analyses. The dependent variable was "Teacher Motivation," and the predictor variables were Teacher Workload, Teacher Control, Teacher Reward, Teacher Community, Teacher Fairness, Teacher Value, Student Disrespect, Student Sociability, and Student Attentiveness. Only one variable, within school climate, Teacher Value, predicted Teacher Motivation. Three theoretical model of JD-R supported the finding of this study. Research Question 7. Teacher Value was a significant predictor factor of Teacher Motivation, t(101) = 3.226, p = 0.002. Teacher Value was a significant predictor of Teacher Motivation, t(101) = 3.226, p = 0.002. Only Teacher Value explained Teacher Motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]