The primary purpose of the study was to determine the relationship between teacher presenteeism and  pedagogical literacy. There is an indication that certain aspects of teacher presenteeism are associated with specific dimensions of pedagogical literacy. This study employed a non-experimental quantitative research design, using descriptive-correlational and comparative methods. Complete enumeration sampling was used to select the respondents, and survey questionnaires were used to collect the data. The mean and standard deviation, Pearson r, and ANOVA were the statistical tools used to address the research objectives. Findings revealed that the levels of teacher presenteeism and  pedagogical literacy are very high. Results showed no significant differences in teacher presenteeism and pedagogical literacy when analyzed by length of service. This implies that significant relationships exist among specific indicators, although no significant relationship was found between the overall variables.