This study examined the influence of constructivist strategy on teaching performance among 133 elementary school teachers in the Division of Davao del Norte. Employing a quantitative descriptive-correlational research design, the study utilized adapted and validated survey questionnaires to measure the extent of constructivist strategy in terms of teacher approaches, teaching process, measurement and evaluation, gains, and content and teaching materials, as well as teaching performance in terms of course organization, quality of teaching, and evaluation and feedback of learning. Weighted mean, Pearson product moment correlation, and multiple regression analysis were used to analyze the data at a 0.05 level of significance. Findings revealed that both constructivist approach and teaching performance were at an extensive level, indicating that these practices were oftentimes evident. A significant and strong positive relationship was found between constructivist strategy and teaching performance. Regression analysis further showed that teaching process, teacher strategies, content and teaching materials, and gains significantly predicted teaching performance, while measurement and evaluation did not significantly contribute when combined with other domains. The study concludes that strengthening constructivist classroom practices enhances overall teaching performance and supports learner-centered educational reforms aligned with national standards.