The study dealt with the role of Psychological Well-Being on Resilience and Adversity Quotients influencing Teaching-Effectiveness. The study involved 245 public elementary teachers. Descriptive correlation research design was utilized to trace the difference and relationships of the variables included in this study. Survey questionnaires were distributed to the respondents in selected public schools the provinces of Batangas province. The study yielded that majority of the teacher-respondents are primarily between 28 and 45 years, indicating a predominantly middle-aged workforce. There is a significant gender imbalance, with 92.2% of the respondents being female, which could influence gender-related findings in the study. Most teachers hold or are pursuing graduate degrees, reflecting a strong commitment to professional development. The majority of respondents are Teacher III, with fewer in entry-level or specialized roles, suggesting an experienced and seasoned teaching population. The data also points to a stable, mid-career group, with most teachers reporting moderate levels of years in service and frequency, indicating an engaged workforce. Teachers exhibit high resilience, particularly in areas such as self-assurance, personal vision, flexibility, and problem-solving abilities, with shared perceptions of confidence, clarity of goals, adaptability, and proactive mindset. Although teachers show moderate resilience in facing adversity, they are most confident in managing personal challenges and least confident in enduring long-term setbacks. They acknowledge the impact of adversity on their lives but show a neutral stance on taking ownership of systemic problems, suggesting a need for further support in this area. Psychological well-being is generally strong among the teachers, with positive relationships and personal growth being highly valued. While self-acceptance and purpose in life are rated positively, some teachers experience occasional doubts and struggle with embracing change. Autonomy is the lowest-rated dimension, indicating challenges in asserting independence against external expectations. The study finds significant correlations between resilience and psychological well-being, particularly in proactive behaviour and problem-solving, which positively influence overall well-being and job satisfaction. Teachers interpersonal traits, such as social connectedness and self-acceptance, also contribute to improved personal growth and teaching effectiveness. Lastly, the study confirms that psychological well-being mediates the relationship between resilience and teaching effectiveness, emphasizing the importance of emotional health in enhancing professional performance. The findings highlight the need for schools to integrate wellness programs that focus on resilience and mental health support for sustainable teaching effectiveness.