This study examined the relationship between work task motivation and teaching performance among public elementary school teachers in Kapalong West District, Davao del Norte, Philippines. The research focused on key dimensions of work task motivation including class preparation, teaching, student evaluation, administrative duties, and complementary tasks. Using a convergent parallel mixed-methods design, the study gathered data through survey questionnaires and in-depth interviews. The quantitative phase involved 102 teacherrespondents selected through purposive sampling from 136 teachers in the district, while the qualitative phase engaged 14 participants—7 through one-on-one interviews and 7 through focus group discussions. Results revealed that both work task motivation and teaching performance were rated as very high across all indicators. A significant positive correlation was found between work task motivation and teaching performance (r = 0.606, p < .01), indicating a strong relationship between the two variables. The qualitative data supported these findings, showing that motivated teachers demonstrated enhanced instructional strategies, time management, and resilience in managing professional demands. Emerging themes emphasized the roles of passion, support networks, and administrative collaboration in sustaining teaching success. These results highlight the importance of implementing schoolbased initiatives that support teacher motivation to enhance educational quality. Encouraging consistent professional development, peer support, and reduced administrative burden are key strategies to foster both motivation and performance in the teaching profession.