This study aimed to determine the effect of professional disposition and growth to work ethics and competence of public elementary school teachers. The study employed a descriptive-correlational approach, including 351 teachers in the District of San Antonio and Tiaong 1. A five-part survey questionnaire was utilized to determine the respondents profiles, the level of teachers work ethics, competence, professional disposition and professional growth. Mean and standard deviation were used to determine the level of teachers work ethics, competence, professional disposition, and professional growth. Pearson-Moment Correlation Coefficient, mediation, and regression analysis were used to test the hypotheses. The results revealed that teachers work ethics were significantly related to professional disposition and teachers competence. Similarly, a significant relationship exists between professional disposition and teachers competence. Professional disposition partially mediated the relationship between teachers work ethics and competence. On the other hand, professional growth did not statistically moderate among the relationships between teachers work ethics, competence, and professional disposition. Thus, this study recommends that DepEd review and recalibrate its professional growth and development policies, focusing on the quality, contextual relevance, and impact of the programs rather than their quantity.