The study investigated the influence of teachers' motivation and self-efficacy on their performance. Teachers in the Mabini district's public schools made up the responders. A sample size of 207 was used to choose research respondents, and random sampling was applied. Findings revealed that teachers' motivation level is very high, indicating that this variable is very much observed. The level of teachers' self-efficacy is very high, implying that this is very much felt. The level of the teachers' performance is very high, which is interpreted as very commendable. Moreover, there is no significant relationship between teachers' motivation and performance, and there is no significant relationship between teachers' self-efficacy and performance. In this case, the null hypotheses in this study were not rejected. Findings indicate that the policy-making body and school administrators must prioritize the exploration of enablers of commendable teacher performance. The development of programs based on teachers' needs may be instrumental in sustaining this performance.