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This study aims to determine the dominant factors that influence the teachers’ motivation to teach at elementary schools/madrasah Ibtidaiyahs in Sambas Regency, West Kalimantan. The research was conducted in eight madrasah ibtidaiyahs and six elementary schools in six sub-districts with a population of 3936 teachers. This study used a quantitative method in the form of survey research. The data were collected using a questionnaire. The sample was determined by Roscone’s theory sampling using the non-probability sampling quota technique. Questionnaires were distributed to 152 samples. 122 respondents returned the questionnaire, while 30 respondents did not. Of the 122 questionnaires, 32 were not filled out, and 23 were incomplete. As a result, only 67 data were analyzed for this study. Based on the findings, there are three factors affecting the teachers’ motivation: factor 1, which consists of obligation/task/responsibility and risk avoidance (named the teacher's sense of responsibility variable), with 34.754% of the variation; factor 2, which consists of variables of curiosity, appreciation, environmental influences, and wanting to become an expert in a particular field (called the teacher professionalism factor), with a variation of 15.920%; and factor 3 which consists of prestige and salary/benefits/rewards/gifts (the variable named teacher welfare), with the variation of 14.537%. Therefore, the most dominant factor that influences the motivation of elementary school/madrasah ibtidaiyah teachers to teach in Sambas Regency is factor 1. Meanwhile, the teacher's status factor as a civil servant or honorary teacher affects teachers’ motivation. This is because permanent teachers (civil servants) receive more salary than honorary teachers.

Motivation, Teachers. Elementary Schools, Madrasah Ibtidaiyah