Teachers functions refer to the roles and responsibilities of teachers in the classroom, including planning and delivering instruction, assessing student learning, and providing feedback. Auxiliary skills are the additional abilities and competencies that teachers need to effectively carry out their functions, such as communication, collaboration, and problem-solving. Teachers performance refers to their ability to meet the expectations and standards set for their functions and auxiliary skills, as demonstrated through student outcomes and evaluations. Together, these three elements play a crucial role in ensuring that teachers are effective in their work and able to support student learning and success. This study aimed to determine the relationship between teachers functions, auxiliary skills, and performance. It utilized a descriptive-correlational research design with 137 public elementary school teachers as respondents. The study employed a survey questionnaire to gather data on teachers functions, auxiliary skills, and performance. The data were analyzed using descriptive and inferential statistics. The results revealed that most of the respondents have a performance range of 3.500 to 4.499, indicating a very satisfactory performance level. Additionally, the study found a significant relationship between teachers functions and their auxiliary skills, indicating that the teachers functions are essential in developing their auxiliary skills. However, there was no significant relationship between teachers functions and their teaching performance. In conclusion, the study recommends that teachers should enhance their functions and auxiliary skills to improve their teaching performance. Furthermore, schools should provide opportunities for professional development to develop teachers skills and competencies. This study provides insights into the factors that influence teachers performance and can serve as a basis for further research in the field of education.