This study focused on the relationship between digital literacy in work efficiency and performance and between professional development in work efficiency and performance of public elementary school teachers. It is limited only to public elementary school teachers of Sariaya West District in the Division of Quezon. It is quantitative and utilized a self-made Likert-scale type of survey questionnaire to gather information that helped in realizing the purpose of the study. The areas that were given emphasis are Digital Literacy (computer literacy, technological literacy, information literacy, and communication literacy), Professional Development (time and resources, collaboration, and enhancement of teachers knowledge), and Work efficiency (planning, teaching, classroom management, and evaluation), Work Performance (lesson preparation, classroom management strategies, and teaching-learning strategies). Weighted Mean, SD, and Pearson product-moment correlation were used for the statistical treatment of the study. After careful analysis of the data, the respondents are overwhelmingly female. Most of them were 40 years old and above the age range. Fifty-seven percent (57%) of them have units in Masteral.  Thirty-four percent (34%) of them have worked in the field for less than ten years, and thirty-eight percent (38%) are teachers. It was also revealed that teachers level of digital literacy was Very High. While their professional development is Highly Observed, the level of work efficiency of teachers is Highly Efficient, and work performance is Outstanding. The link between public school teachers digital literacy in work efficiency and performance showed a strong relationship between teachers professional development in work efficiency and performance. Therefore, the hypothesis is rejected.

DIGITAL LITERACY

PROFESSIONAL DEVELOPMENT

WORK EFFICIENCY

WORK PERFORMANCE

PUBLIC SCHOOL TEACHERS