Professional development and motivation of teachers are integral to effective teaching and student learning outcomes. This study aimed to investigate the level of professional development of teachers, their motivation, and its significant relationship. This study also identified which of the professional development of teachers influence their motivation. Their profile was also included in the study to determine if this was also correlated to their motivation. Correlational and causal research designs were employed. A modified questionnaire which passed the validity and reliability test was conducted to 206 teachers, who were selected through stratified random sampling using Slovin’s Formula. Frequency, Percentage, Mean and Standard Deviation with Pearson Product Moment Correlation Coefficient and Multiple Linear Regression were the statistical tools utilized to interpret and analyze the data. Results revealed that most of the teacher-respondents in this study are Teacher I. Almost half of them do not have ancillary work and have bachelor’s degree as their highest educational attainment. The teachers are interested to participate in professional development programs. They are highly motivated in their jobs. There is a weak to moderate positive relationship between the teachers’ profile and their motivation as well as between professional development and their motivation. In-SeT, LACs and Research Involvement influenced teachers’ overall motivation. Teachers are more motivated in collaborative professional development. Thus, integrating research activities into the teachers’ regular workload in a more practical and collaborative manner is recommended and may take post graduate studies to develop the love for research.