The study examined the critical barriers affecting schools and teachers performance in delivering quality basic education in the Dapdapan District, Schools Division of San Pablo City, for the School Year 2024–2025 to become a basis to design a teacher improvement plan. Using a descriptive-correlational research design, data were gathered from eleven schools with 158 public elementary teachers in the Dapdapan District through a six-part survey questionnaire. Results revealed that work-related barriers, particularly teaching-learning resources and workload, were perceived as moderate barriers. Statistical analysis showed no significant relationship between the teachers professional profile and their performance or the schools performance. Likewise, no significant differences were found in perceptions of performance when grouped according to professional profile and school size, though a significant difference was noted based on SBM level. Importantly, critical barriers were found to have a significant relationship with both school and teacher performance. Based on the findings, a Teacher Improvement Plan was proposed. The study suggests that school heads may manage teacher workload effectively, address shortages in teaching-learning resources and enhance school leadership. Continuous professional development and supportive work environment may be promoted to provide quality education, and strengthen overall school performance.