The purpose of this study is to examine the public school elementary teachers perception towards their teaching competence and the culture of innovation within their schools. A learning recovery plan was created based on the findings of this study. This descriptive-correlational research utilized a survey questionnaire that aims to gather data pertaining to the teachers perception of their competence and the propagation of culture of innovation in their schools. One hundred-twenty (120) public school elementary teachers at Lucban District, Division of Quezon were purposively selected to partake in this study. The study first determined the profile of the respondents, which showed that most of them were included in the age group of 41-50 years old, females, married, have the position of Elementary School Teacher III, have been in the school for 11-20 years, and are Masters Degree unit earners. Then, most of the factors that constitute teachers competence (pedagogical skills, student performance assessment skills, classroom management skills, and instructional delivery skills) garnered means equivalent to “Strongly Agree”, therefore making the overall mean of the variable “Very High”. The teachers perception of culture of innovation together with its components (effective communication, innovative climate, self-efficacy, and innovative behavior) attained overall means equivalent to “Strongly Agree” thus this variable also gained a “Very High” score. Then, it was also found out that there are no significant relationship between the culture of innovation and the profile of the teachers. Moreover, there is a significant relationship between the teachers competence and culture of innovation. Based on the findings of the study, a Learning Restoration Plan geared towards the improvement of teachers competence and development of their culture of innovation was crafted. This study may be significant to the educational sector since it is currently undergoing learning recovery from the impact of COVID-19 pandemic.