Motivation has an enormous impact in the field of education, which is strongly linked to appreciation, financial rewards, professional development, interpersonal relationships, work significance, achievement, and work status. The motivation model that originated from the two-factors Herzberg’s motivation theory was adopted in this study. The implementation of this validation was to confirm whether the measurement model for motivation construct is appropriate for primary school teachers in Kelantan, Malaysia. This study proposed a measurement model by applying the Confirmatory Factor Analysis that achieved its construct validity with an acceptable fit (RMSEA= 0.06, CFI= 0.95, Chisq/ df=2.32). Besides, the model met its unidimensionality with the factor loadings ranging from 0.57 to 0.98, which described the factors that contributed to teachers’ motivation in eight dimensions, namely responsibility, potential, promotion, and reward, recognition, interpersonal relationship, working condition, working environment, achievement, and organisation policies. This model met its convergent validity and reliability with AVE=.77 and CR=.94. The modification indices of this model confirmed that the discriminant validity was achieved and described the consistent findings and assigned data quality to fit within the suggested model. This model could be utilised by researchers to examine the motivation effect in education institutions.