This study investigates the influence of classroom practices, organizational commitment, and motivation on teaching performance among public elementary school teachers in Davao City, Philippines. Grounded in COM-B Theory, the research employed a descriptive quantitative correlational design. Results revealed very high levels of classroom practices and teaching performance, with high organizational commitment and motivation. All independent variables showed significant correlations with teaching performance, with classroom practices demonstrating the strongest relationship. Regression analysis indicated the three predictors collectively explained substantial performance variance. Classroom practices and motivation positively predicted performance, while excessive organizational commitment showed negative effects when stemming from unhealthy attachments rather than genuine engagement. The findings validate the COM-B Theory's applicability in educational contexts and suggest that integrated development programs addressing capability, opportunity, and motivation can optimize teacher effectiveness in Philippine public elementary schools.