This study described the communication codes and social collective boundary proficiency of public elementary school teachers in the Philippines. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents of this study were composed of 131 teachers in public elementary schools using universal sampling. The data analysis utilized the mean, Pearson r, and regression analysis. The findings revealed that the communication codes of teachers in terms of incomparable, inspirational, consistent, ideal behavior, good listener, and charismatic were oftentimes manifested. Similarly, the social collective boundary proficiency of teachers in terms of edition, goal accomplishment, assimilation, and expectancy were also oftentimes manifested. It was found out that there was a significant relationship between communication codes and social collective boundary proficiency of public elementary school teachers. It shown further that the domains of communication codes significantly influenced the social collective boundary proficiency of public elementary school teachers. Based on the findings, teachers may enhance their ability to deliver and understand information quickly and accurately. Effective communication is a vital skill that fosters mutual respect and openness, contributing to a positive and collaborative working environment. Promoting respectful dialogue and open exchange of ideas may lead to improved team performance and overall school climate.