This qualitative research utilizing narrative inquiry aims to determine the factors that motivate the 7 public school teachers to enroll master’s degree program, the factors that hinder teachers not to continue master’s degree program and their motivational support. In terms of the factors that motivate teachers in pursuing master’s degree program, they primarily reckoned continuous personal and professional advancement. Participants had aspired to develop their personal and professional atmosphere for them to become, effective and efficient to transpire better career performance that will reflect to a better learner’s academic performance in school. They all conclude that developing oneself professionally may also create an impact in one’s personal, emotional, and social development. In terms of the factors hindering teachers not to continue master’s degree program, financing studies is difficult if somebody has no stable job and flooded with personal and professional struggles that can be a prevailing reason that made their studies difficult to cope up with. In terms of the motivational support of teachers in pursuing master’s degree program, family granted the most strengthening encouragement. They were the founding self-construction before the self. Family is usually the source of transferred behavior and learning. They can both destroy or nourish an individual.