This study examined the limitations of post-pandemic instructions and competencies of the English teacher-respondents (n=19) in Los Baños District Public Elementary Schools in relation to the English performance of the learners (n=321). A descriptive-correlational research was done to investigate relationships of limitations of post-pandemic instructions and teachers competencies that can predict variations of learners performance in English. The study revealed that having larger classes contributes a decreased students achievement in English, while larger class sizes received more discipline problems among students and prevents teachers to focus on quality education. Moreover, in giving task-based activity, learners have difficulty in composing clear and coherent sentences using appropriate grammatical structures and they have a lack of concentration in learning English since they are still recovering from the impact of the lockdown. Personal level of teachers competencies has shown proficient in all four modes of communication, listening, speaking, reading, and writing. Likewise, professional level of teachers competence has shown outstanding level of teaching approaches, content knowledge, and assessment as to apply knowledge within and across the curriculum, use research-based teaching-learning strategies, display proficient use of English, use effective verbal and non-verbal communication, and upgrade their knowledge based from their needs. Still, over-all academic performance among grade 5 students in English is very satisfactory in post-pandemic instructions.  There is no significant relationship between the professional level of teachers competence as to teaching approaches, content knowledge, and emotional competence and academic performance of grade 5 pupils in English. Ultimately, the findings of the study served as baseline data and as basis for in-service training program for teachers.