The study explored the relationship between intercultural competencies and teaching effectiveness of teachers in public elementary schools of Paquibato Division. Also, it investigated the association of the involved variables and the domains of intercultural competencies of teachers that significantly influence teaching effectiveness of teachers. With the use of probability sampling, 141 public elementary teachers were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was a high intercultural competency of teachers and a high teaching effectiveness of teachers among the respondents. Furthermore, there was a significant relationship between the intercultural competency and teaching effectiveness. Moreover, all domains of intercultural competencies, namely, knowledge, skills, and awareness, were found to have significantly influence the teaching effectiveness of teachers. Of which, awareness indicates a higher influence on the intercultural competency of teachers compared to other indicators. Based on the findings, it was further suggested that higher officials in the Department of Education and school heads may work collaboratively in crafting programs and interventions that would further strengthen the intercultural competencies which would lead to teaching effectiveness of teachers. More so, future researchers may further explore the involved variables considering other factors and research methods.