The primary goal of this study is to investigate the mediator role of teacher motivation in the relationship between self-efficacy and adaptation to curriculum change. A structural equation modelling (SEM) is used to test the causal relationship of the latent variables. The participants included 131 males (32.8%) and 269 females (67.3%). The data was collected through three data collection instruments: Teacher Self-Efficacy (TS), Teacher Motivation (TM), and Adaptation to Changes in Educational Curricula (AC). AMOS 22 program was used for confirmatory factor analysis (CFA). The findings indicate that motivation is positively and significantly related to teacher self-efficacy as well as curriculum change adaptation. Additionally, motivation was found to fully mediate between self-efficacy and adaptive behaviours, accentuating its key status in facilitating teachers to embrace curriculum reforms. Specifically, teacher confidence in their professional capacity reinforces their motivation, which, in turn, facilitates successful curriculum change adaptation.