This research examines employee performance in public elementary schools in Koronadal City, Philippines, focusing on instructional effectiveness, professional competence, work ethic, and contributions to student achievement. It addresses the challenges teachers face in resource-constrained contexts and the lack of region-specific performance data, which limits tailored interventions and educational development. Examined under the lens of Campbell's Performance Theory (1990) and Vroom's Expectancy Theory (1964), the study employs a descriptive approach and a full enumeration sample to analyze the performance of 80 teachers across six schools. Findings indicated high instructional efficiency, professional competence, and dedication, with teachers demonstrating flexibility, innovative strategies, and collaboration. These results align with global studies that highlight work satisfaction, engagement, and organizational support as key determinants of teacher effectiveness. However, the study also emphasizes the resilience of Koronadal educators despite infrastructural limitations, underscoring localized attributes such as community involvement and strong leadership. The research underscores the need for targeted programs to enhance teacher effectiveness, particularly in resource allocation and professional development. It concludes by recommending longitudinal and mixed-method studies to deepen understanding and sustain educational excellence.

Keywords: teacher performance, instructional effectiveness, professional competence, Koronadal City, public elementary schools