This research explores the philosophical and cultural dimensions of teacher motivation in public middle schools in southern China, emphasizing the role of Confucian ethics, cultural identity, and moral values in shaping professional commitment. While studies on teacher motivation in developing economies often focus on economic and systemic factors, this research takes a culturally embedded approach, examining how Confucian principles of duty, harmony, and social responsibility influence teachers' professional identity, intrinsic motivation, and job satisfaction. The study is structured around two primary dimensions: extrinsic factors (contextual, policy, systemic, and school-level) and intrinsic factors (personal and philosophical engagement with the profession). Utilizing an ethnographic approach and a questionnaire across six provinces, the research investigates how traditional cultural values interact with contemporary educational challenges, particularly in the aftermath of societal crises. Findings indicate that Team Harmony, Integration with the Job, and Commitment to the Profession—values deeply rooted in Confucian thought and collectivist philosophy—are rated positively by teachers, while Personal Development, often associated with individualistic growth, scores lower. To address motivation challenges, this study proposes a culturally responsive motivation framework that incorporates Confucian ethics and axiological perspectives on education, advocating for policies that respect moral responsibility, social cohesion, and professional dignity. Recommendations include establishing clear career pathways aligned with traditional teacher virtues, fostering professional development rooted in cultural identity, recognizing teachers’ contributions in ways that align with cultural values of respect and hierarchy, and promoting headteacher-teacher relationships that reflect ethical leadership principles. This research contributes to the philosophy of education and cultural studies, offering valuable insights for educators, policymakers, and scholars in understanding how cultural and axiological perspectives shape teacher motivation in China’s evolving educational landscape.