This quantitative study explored the relationship between teachers multiple designations and teaching productivity in public schools, as well as identifying the specific indicators of multiple designations that significantly affect productivity. Using a descriptive-correlational design and survey methodology, the study analysed data through various statistical tools: frequency counts described the respondents profiles, means evaluated the extent of multiple designations and productivity levels, and Pearsons correlation assessed the relationship between the two variables. Regression analysis further determined which indicators of multiple designations significantly influenced productivity. The findings revealed a very high and statistically significant relationship between teachers multiple designations and teaching productivity. Specifically, performance management, classroom management, and professional management emerged as the key indicators that substantially impact productivity. These results suggest that teachers multiple roles within their educational context directly affect their effectiveness, and focusing on these critical areas can enhance teaching productivity.