This study examined the relationship between multitasking strategies in ancillary functions and teachers’ classroom performance, considering work-related attributes as a moderating variable. It focused on how teachers manage multiple ancillary tasks and how these strategies influence instructional effectiveness.  The research was conducted in 11 selected schools in the Lucena North District, involving 107 Key Stage 1 teachers. A quantitative-correlational design was used, employing a researcher-made instrument and statistical tools such as mean and standard deviation. Participants were selected through purposive sampling. Findings showed a significant relationship between multitasking strategies and teachers’ classroom performance, indicating that effective multitasking enhances instructional effectiveness. However, work-related attributes, including task type and workload, did not significantly moderate this relationship. This implies that the effect of multitasking strategies remains consistent regardless of workload demands. It is recommended that administrators provide support programs for workload management, while teachers improve their multitasking strategies for better classroom performance.