This study was conducted to determine the relationship of working condition in the teaching performance and health conditions of teachers in a post-pandemic school setting. Moreover, it examined the extent of teachers self-efficacy and if it significantly moderates the relationship between the working condition and the teaching performance as well as their health condition. The descriptive method of research was used in the conduct of the study that involves the collection of data through survey questionnaire to one hundred (100) public elementary teachers in Nagcarlan Sub-Office, Division of Laguna. The researcher found out that the working condition of teachers has significant relationship on the teaching performance of teachers, therefore reject the hypothesis. It can be gleaned on the result that regular workload greatly affects the work motivation and teaching effectiveness of the teacher-respondents. On the other hand, auxiliary workload has a greater relationship on the work-life balance and personal growth and professional development of elementary teachers. The result also revealed that the working condition has no significant relationship to the health of elementary teachers. On testing the moderating role of self-efficacy between the working conditions teaching performance and health condition of teachers, the findings revealed significant moderating effects of various factors on the relationships between different constructs. Specifically, the teachers self-efficacy exhibited substantial moderation in the relationship between working condition and teachers performance.

working condition

teachers' performance

health condition

teachers' self efficacy