The study explored the relationship between professional standards and teacher accountability in public secondary schools of Panabo City Division. It also identified which domains of professional standards significantly influence accountability. Using probability sampling, 143 public secondary teachers were selected as respondents. A descriptive-correlational survey method was employed, and data were analyzed using Mean, Product-Moment Correlation, and Regression Analysis. Results revealed that teachers exhibited very high professional standards and high levels of accountability. A significant relationship was found between professional standards and teacher accountability. All domains—content knowledge and pedagogy, learning environment, learner diversity, curriculum and planning, assessment and reporting, and community linkages and professional engagement—were shown to significantly influence accountability. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to strengthen the professional standards of teacher which would boost teacher accountability. More so, future researchers may further explore the involved variables considering other factors and research methods.