This study examined the multifaceted roles of Grade 1 teachers in the teaching-learning process in Pinukpuk District, Kalinga during the School Year 2025–2026. It aimed to determine the teachers’ profiles, the extent of their roles as controller, prompter, resource, assessor, and organizer, as well as the issues encountered in performing these roles. A descriptive survey method was employed, utilizing a structured questionnaire and interviews to gather data from 21 Grade 1 teachers. Findings revealed that the respondents were predominantly young, female, and early in their teaching careers, with most holding bachelor’s degrees and occupying Teacher I positions. Teachers demonstrated strong engagement across all identified roles in the classroom, indicating their adaptability and commitment to the teaching-learning process. However, several challenges were identified, including time constraints, insufficient resources, classroom management concerns, and difficulties in assessment and instructional planning. The study further showed that there were significant differences in the perceptions of issues encountered when respondents were grouped according to certain profile variables such as gender and civil status. Despite these challenges, teachers remained effective in fulfilling their roles, contributing to student development and classroom management. The study concludes that while teachers perform multiple roles effectively, there is a need for continuous professional development, institutional support, and targeted interventions to address the challenges they encounter. Recommendations include strengthening training programs, improving resource allocation, and enhancing collaborative efforts among stakeholders to support teachers in their multifaceted responsibilities.