This study aimed to determine the determinants and challenges affecting the teaching performance of elementary school teachers in Ramon District, Schools Division of Isabela City during the School Year 2025–2026. Specifically, it sought to describe the profile of the respondents in terms of age, gender, civil status, position, highest educational attainment, years in service, performance rating, and seminars attended. It also examined the extent to which various factors such as administrators, teachers, students, parents, instructional materials, physical facilities, and community affect teaching performance, as well as the problems encountered by teachers in the conduct of their duties. The study utilized the descriptive research design, employing a survey questionnaire as the primary data-gathering instrument. A total of ninety-three (93) elementary school teachers served as respondents, selected through purposive sampling. Data were analyzed using appropriate statistical tools such as frequency, percentage, and weighted mean. Findings revealed that several variables significantly influence teaching performance, particularly parental involvement, administrative support, and the availability of instructional materials. Moreover, challenges such as inadequate resources and limited facilities were identified as factors that hinder effective teaching. The study further indicated that continuous monitoring and evaluation by school administrators, as well as strong collaboration between the school and the community, are essential in enhancing teaching performance. Based on the findings, it is concluded that teaching performance is a multifaceted construct influenced by both internal and external factors. Addressing the identified challenges through improved resource allocation, strengthened school–community partnerships, and sustained professional support for teachers can lead to better teaching outcomes and improved student achievement.