This study was conducted to determine the predisposition and conveyance of learning activities of teachers in public elementary schools in Mati North District, Schools Division of the City of Mati. A non-experimental quantitative research design employing the correlational method was used. The study’s respondents consisted of 141 public elementary school teachers, selected through universal sampling. Data were analyzed using mean scores, Pearson’s r correlation, and regression analysis. The findings revealed that the level of predisposition in learning activities among teachers was high, indicating that teachers often demonstrated readiness, planning, and instructional commitment. In contrast, the conveyance of learning activities was moderate, showing that teachers sometimes implemented lessons effectively and consistently. Furthermore, a significant positive relationship was found between teachers’ predisposition and the conveyance of learning activities. The regression analysis also confirmed that the domains of predisposition significantly influenced the effectiveness of lesson delivery. Based on these results, it is recommended that teachers and school administrators work to further enrich both predisposition and conveyance of learning activities. Particular attention should be given to areas such as identifying students’ family members and their roles, consistently enforcing classroom rules and regulations, carefully manipulating instructional materials, and observing proper safety measures to ensure a safe and conducive learning environment.