This study examined the relationship between blended learning and teachers’ performance among 139 elementary teachers in the Division of Davao del Norte. Specifically, it determined the extent of blended learning in terms of technology integration, pedagogy and curriculum, physical infrastructure, and educator proficiency, and assessed teachers’ performance in terms of core competency, professional competency, ethical competence, and time management. A quantitative descriptive-correlational research design was employed using validated survey instruments. weighted mean, pearson product moment correlation, and multiple regression analysis were utilized to analyze the data at a 0.05 level of significance. Findings revealed that both blended learning and teachers’ performance were extensive, indicating that these practices were oftentimes evident in participating schools. Correlation analysis showed a strong and significant relationship between blended learning and teachers’ performance. Regression results further indicated that pedagogy and curriculum, technology integration, and educator proficiency significantly influenced teachers’ performance, while physical infrastructure did not demonstrate a significant direct effect. The model explained a substantial proportion of the variance in teachers’ performance. The study concludes that strengthening key domains of blended learning, particularly pedagogical innovation and educator capability, enhances teacher effectiveness. These findings provide empirical support for improving instructional practices and guiding educational policy in blended learning environments.