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Self-teacher learning (STL) has emerged as an essential educational aim. This study investigates primary school teachers' efforts in encouraging STL as well as teacher, class, and school-level drivers of STL. The results show that STL is just mildly aroused. Teachers who embrace developmental educational ideas and recognize the importance of STL report more STL practices. Teachers in higher grades and with fewer pupils also include STL more frequently. A clear unified perspective on STL is indicated as a crucial stimulating condition at the school level. The most significant impediments include perceived time and job pressures, student diversity, and limited instructor readiness to adapt one's approach.