The study aimed to assess the extent of teachers’ self-concept and professional engagement, examine the relationship between these variables, and determine which domains of self-concept significantly influence the professional engagement of teachers. A quantitative, descriptive-correlational research design was employed involving 297 public elementary school teachers in the Division of Davao del Norte. The respondents completed two standardized questionnaires measuring self-concept and professional engagement. Data were analyzed using mean and standard deviation to determine the extent of the variables, Pearson’s r to test the significance of their relationship, and regression analysis to identify which domains of self-concept significantly influence the professional engagement of teachers. The results revealed that teachers demonstrated extensive levels of both self-concept and professional engagement. A statistically significant relationship was found between the two constructs, indicating that higher self-concept is associated with better professional engagement. Furthermore, all domains of self-concept such as competence, interpersonal perception, acceptance of risks and initiatives, relationship with students, satisfaction, and self-acceptance were found to significantly influence professional engagement. It is recommended that the Department of Education implement policies and programs that strengthen teachers’ self-concept through professional development, mentoring, and recognition systems. Teachers are encouraged to enhance their self-concept through reflective practice, continuous learning, and collaboration to sustain professional engagement. School principals may foster supportive environments that promote teachers’ confidence, participation, and professional growth. Future researchers may explore additional factors and use varied research designs to further examine and strengthen the relationship between self-concept and professional engagement.