Teaching and learning are seriously tested during unprecedented situation. The Covid 19 health issue has influenced teachers both professionally and personally. As the Department of Education reopened schools for the implementation of in-person classes, the role of teachers, their understanding of their learners needs, and their teaching expertise are critical to developing effective strategies particularly given that most of the learners are academically challenged and need special attentionIn the continuation of education, quality teaching should not be left behind. It was mentioned by Cachon-Zagalaz et al (2020) that teachers have experienced significant stress, and this certainly will affect the quality of their teaching and strategies used in addressing the needs of learners. With this reality, the conduct of this study focuses on the psychosocial well-being, resiliency, and job performance of teachers. It also aims to determine the level of the teachers psychosocial behavior and resiliency and their job performance. Specifically, it seeks answers on the level of teachers psychosocial well-being in terms of physical, social, mental emotional and intellectual. To know the level of teachers resiliency as to self-awareness, self-regulation, optimism, and strengths of character. To identify the level of teachers performance in IPCRF. Also, to know the significant relationship between psychosocial well-being and resiliency and performance of the teachers. Mean and standard deviation will be used to determine the respondents degree of perceptions for the provided variables. The standard deviation statistic is one way to display the results of a series of measurements and can provide an instant understanding of the characteristics of the data set. Some of the more well-known and easily calculable features of a sample include the range, median, and mean of a set of data. The Pearson correlation coefficient, also referred to as the Pearson product-moment correlation coefficient, was used to know the significant relationship between psychosocial well-being and resiliency and performance of the teachers. Given the results, the null hypothesis, There is no significant Relationship between Teachers Psychosocial Well-being and the Teachers IPCRF, is rejected at the 0.05 level of significance. Hence, the alternative that suggests there is a significant relationship between teachers individual performance commitment and review form and psychological well-being should be acknowledged. Knowing the relationship between teachers psychological wellbeing and their IPCRF is a given that these are two connected aspects that contribute to their overall wellbeing and professional development.

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