In order to depict a better picture of teacher motivation, the researcher developed the theoretical framework based on Deci and Ryan's (1985) self-determination theory (SDT) and examined factors affecting teachers' autonomous motivation at both the personal and school level. Several multilevel structural equation models (ML-SEM) were applied to examine the "2007-08 Schools and Staffing Survey" data. The results suggested that teachers' resilience and integrated regulation promoted their commitment. Teachers' content competency, perceived collaboration and school support, and classroom autonomy were found to effectively motivate them. At the school level, principal control and teacher participation were revealed to have moderating effects on teachers' autonomous 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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]