The study examined the Managerial Skills and Motivation as Antecedents of Teachers’ Performance in Public Elementary Schools in the Division of Laguna during the Second Semester of the School Year 2023-2024. Furthermore, the study aimed to determine the extent of managerial skills, the extent of teachers’ motivation, and the level of teachers’ performance in the last three (3) years as disclosed in the teachers’ Individual Performance and Commitment Review (IPCR). The respondents are public school teachers in the Division of Laguna. The study aimed to collect data from the public elementary school teachers with a sample size of 2,350 teacher-respondents. The study examining the perceived managerial skills of school heads, as reported by teachers, revealed that school heads are Very Much Skilled across five key dimensions: conceptual skills, human skills, technical skills, communication skills, and supervisory skills. An assessment of teachers' motivation in public elementary schools revealed that they are Very Much Motivated. Over the last three (3) years, teachers consistently demonstrated a Very Satisfactory level of performance. In addition, School Year 2020-2021 has the lowest numerical value with subsequent years showing a gradual increase. The correlation analysis conducted to examine the relationship between managerial skills in the areas of conceptual skills, human skills, technical skills, communication skills and supervisory skills and teachers' performance in the last three (3) years established a significant relationship. However, technical skills and supervisory skills during School Year 2020-2021 failed to establish a significant relationship to teachers’ performance. The correlational analysis conducted to examine the relationship between extrinsic motivation and teachers’ performance yielded an overall significant relationship except during the School Year 2022-2023. Likewise, the correlational analysis between intrinsic motivation and teachers’ performance yielded a significant relationship. However, the correlational analysis of the combined extrinsic motivation and intrinsic motivation failed to establish a significant relationship to teachers’ performance. Among the five (5) components of managerial skills, only human skills emerged as a predictor of teachers' performance. Furthermore, among the components of motivation, both extrinsic and intrinsic motivation emerged as predictors of teachers' performance. In conclusion, school heads’ managerial skills and teachers’ performance are essential in the delivery of quality service and education which underscores their powerful impact in the educational setting. Likewise, motivation contributes to teachers’ performance and in sustaining and maintaining teachers’ performance. This gives highlight to the impact of giving the right motivation to enhance the performance outcomes. Moreover, the dynamic of human skills and motivation impact in teachers’ performance. The combination of the two are essential in attaining the desired performance outcomes specifically in the delivery of quality education.