This study aimed to investigate the relationship between teacher collegiality, professional development activities, and teachers performance among 100 public elementary school teachers in Tiaong II District for the school year 2024-2025. Employing a descriptive-correlational research design, the study examined the relationship between interdisciplinary teams, teacher networks, and professional development activities, and their impact on pedagogical performance and individual efficiency. Data were collected using a validated, pilot-tested questionnaire with four parts: respondents profile, teacher collegiality, professional development activities, and teachers performance. Statistical tools included mean, standard deviation, Pearson correlation, and regression analysis. Findings showed that both teacher collegiality and professional development activities had significant positive correlations with teachers performance. Interdisciplinary teams and teacher networks have a positive influence on classroom management and instructional delivery. Courses and mentoring were notably linked to better instructional planning and support for diverse learners. The study concludes that collegiality and continuous professional development are essential in enhancing teachers performance. It is recommended that schools implement induction programs, offer technical assistance, and support peer led collaborative research to improve teachers performance further.