This study determined and described the relationship between critical analysis skills and the communicative ability of teachers in public elementary schools. It employed a non-experimental quantitative research design using the correlational method. The respondents were 131 public elementary school teachers selected through universal sampling. Data were analyzed using the mean, Pearson r, and regression analysis. Findings revealed that teachers’ critical analysis skills and communicative ability were moderate. Results further showed a significant relationship between critical analysis skills and communicative ability, with the domains of critical analysis skills exerting a significant influence on teachers’ communicative ability. Based on these findings, it is recommended that public school teachers participate in conferences and training programs initiated by the Department of Education. Such professional augmentation initiatives may enhance teachers’ proficiency, strengthen their capacity to deliver quality instruction, and promote effective academic practices that support learners’ holistic development.