This study explored the relationship between Grade 6 teachers' competencies and the academic performance of Grade 6 learners in 13 elementary schools in the Can-avid District, Schools Division of Eastern Samar. Teaching competencies, encompassing subject mastery, pedagogical strategies, classroom management, and adaptability, were evaluated for their role in facilitating learning and improving pupil outcomes. The academic performance of learners, measured through grades and standardized assessments, was examined in relation to these competencies, taking into account factors such as teaching quality, resources, and individual learner characteristics. Findings revealed that classroom management competency demonstrated a significant positive correlation with teaching performance (r = .539, p = .007), highlighting its crucial role in fostering a conducive learning environment and enhancing student outcomes. Conversely, no significant relationships were observed between teaching performance and competencies in instruction (p = .502), assessment (p = .744), or technology integration (p = .275), suggesting a need for improved application of these competencies. The study underscored the importance of foundational knowledge and skills at the Grade 6 level, as these serve as a bridge to advanced education, while emphasizing the influence of external factors such as socioeconomic background and parental support. The research concludes that effective classroom management is vital to student success, whereas other competencies require targeted professional development and strategic implementation to optimize their impact on academic performance. Recommendations include enhancing teacher training in classroom management, aligning assessments with instructional goals, fostering innovative instructional practices, and integrating technology more effectively into teaching.