This study aimed to determine the relationship between the teacher?s profile and the efficacy of the teachers? skills in Information and Communication Technology. Specifically, it once determines the following: First, the profile of the respondents in terms of age, civil status, educational attainment, gender, specialization, and training or seminars attended relative to ICT. Next, is the level of teacher?s efficacy in terms of adaptability, flexibility, growth mindset, and patience. Then the extent of teacher?s skills in using ICT relative to data management, email management, internet navigation, word processing and touch-typing skills. It also determines if the profile and efficacy have a significant relationship to the teachers? skills in ICT. Most of the respondents were aged 30 and below, female, married, with Master?s Units, with 3-4 seminars and training related to ICT, and teaching all subject areas. The teachers? efficacy in terms of adaptability, growth mindset, and patience were very high while flexibility was high. The extent of Teachers? skills in using ICT relative to Data Management, Touch Typing, and Word Processing were interpreted as To a Great Extent while Email Management and Internet Navigation skills were To a Very Great Extent. Teachers? age showed a significant relationship in terms of Data Management, Email Management, Internet Navigation skills, Touch Typing, and Word Processing Skills while teachers? civil status, educational attainment, gender, specialization, and training or seminars attended have no significant relationship. Teachers? efficacy such as adaptability, flexibility, growth mindset, and patience showed significant relationships in terms of Data Management, Email Management, Internet Navigation skills, Touch Typing, and Word Processing Skills. Based on the findings of this study, the following conclusions were drawn, the profile of teachers was partially accepted in the use of ICT tools in chosen elementary schools in Nagcarlan District. The teachers? efficacy has a significant relationship with the use of ICT tools in chosen elementary schools in the Nagcarlan District. Based on the conclusions of this study, the following recommendations were formulated. To be more computer and information literate, comprehensive and extensive computer literacy programs for teachers may be conducted frequently to meet the needs of the teachers. Using ICT in doing work tasks such as preparing lessons and reports, communicating online, searching for information and other related activities may be strengthened to lessen the burden of teacher?s workloads