The motivation, job satisfaction, and performance of university faculty are closely interconnected and critically important for the quality of education. This article is a narrative review of four published studies: two quantitative surveys of faculty in China, a qualitative interview study conducted in the United States, and a conceptual model of teaching motivation. The reviewed studies report significant positive correlations between faculty motivation, satisfaction, and performance. The main motivators are the desire for professional growth and development, while the key barriers are time constraints arising from professional and personal responsibilities. Based on these findings, recommendations are proposed for improving working conditions, strengthening professional development, and building a supportive organizational culture.