The goal of the study is to determine the multi-tasking skills, coping strategies and the teachers performance and productivity in public elementary schools. It was conducted using descriptive survey method through questionnaires, administered to one hundred five (105) public elementary school teachers in Fule Almeda District, Division of San Pablo City during the school year 2022-2023. Data were collected and analyzed.         The study revealed that the teachers extent of multi-tasking skills in terms of organization, prioritization, scheduling, and delegation are “substantially practiced”. Most of the teachers extent of coping strategies in terms of problem-focused and emotional- focused are “substantially practiced”. Their performance level in terms of content, knowledge and pedagogy learning   environment, diversity   of   learners, curriculum and  planning & assessment  and  reporting, community linkages and professional engagement & personal growth and professional development and plus factor is “outstanding”. The result also shows that the teachers productivity level terms of quality, quantity and timeliness is “very satisfactory”. In addition, the results of a test of correlation between multi-tasking skills and the teaching performance and productivity shows a significant relationship between the variables. Furthermore, the results of a test of correlation between coping strategies and the teaching performance and productivity shows a significant relationship. It is suggested that teachers may further improve their multi-tasking skills and coping strategies in terms of problem-focused and emotion-focused to enhance their teaching performance and productivity.