The purpose of this study is to identify and prioritize multidimensional strategies for sustaining the job motivation of primary school teachers (an integrated study). This research is applied in terms of its purpose, mixed‑method (qualitative–quantitative) in terms of implementation, and exploratory with a convergent mixed‑methods design in terms of data collection.The qualitative population consisted of 20 teachers, school principals, and educational experts in Ilam, selected through purposive sampling based on the principle of theoretical saturation. The quantitative population included 500 primary school teachers in Ilam, from which a sample size of 217 participants was determined using Cochran’s formula.Data were collected through semi‑structured interviews and a researcher‑developed questionnaire. In the qualitative phase, thematic analysis and MAXQDA 2020 software were employed, while in the quantitative phase, the Friedman test and PLS software were used.The analysis resulted in the identification of 62 basic themes and 17 organizing themes related to strategies for maintaining primary school teachers’ job motivation, which were subsequently categorized into 10 overarching themes. The findings indicate that organizational–social support and positive interactions with students exert the strongest influence on sustaining teachers’ job motivation. Moreover, significant differences were found in the prioritization of strategies based on teachers’ educational level and years of service.Overall, the results highlight the necessity of paying attention to the human, social, and meaning‑related dimensions of the teaching profession alongside structural and material factors, and can serve as a foundation for designing effective supportive policies and programs in the primary education system.