Studies aimed at increasing teacher motivation generally present recommendations focused on enhancing teachers’ intrinsic motivation. In this context, internal institutional relationships, the instructional process, and administrative attitudes are considered as key tools. At the same time, there is a growing need for more research focused on teacher motivation. In this study, the relational screening model, one of the quantitative research methods within the general survey model, was employed. The sample of the research consisted of 100 school administrators working in Denizli, selected through the convenience sampling method. In the study, the School Climate Scale was used to determine the administrators’ perceptions of the institutional atmosphere. To measure teachers’ professional motivation levels, the Teacher Professional Motivation Scale was utilized. The research findings revealed that school administrators perceive both the school climate and teacher professional motivation as being at a moderate level overall. It was also found that administrators working at the primary school level perceive the school climate more positively compared to those working at the middle school level. Furthermore, statistically significant relationships were identified between school climate and teacher professional motivation, including among all sub-dimensions of both constructs. It was observed that school climate significantly explains approximately 52% of the variance in total teacher professional motivation scores. These results indicate that a positive school climate is an important variable in enhancing teacher motivation.