This study examined the readiness, competence, and difficulties of 60 public elementary school teachers from five schools in a district of a large division in Central Philippines in implementing the in-person learning modality, serving as a basis for evaluating teacher performance. Using a descriptive survey design, data were collected through a validated four-part, 42-item instrument on readiness and competence and a 10-item scale on difficulties, all demonstrating high reliability (Cronbach alphas: 0.911 for readiness, 0.901 for competence, and 0.851 for difficulties). Frequency, percentage, and mean were used to describe the variables, while the Mann-Whitney U Test at a 0.05 significance level determined differences across groups. Findings revealed no significant differences in teachers’ readiness and competence, but significant differences emerged in difficulties encountered when grouped by selected variables. Recommendations emphasized stronger collaboration among school heads, teachers, and parents in elevating concerns to the Department of Education, particularly regarding the need for high-speed internet to support in-person instruction. The study further suggested tapping IT teachers for hands-on computer literacy training, giving additional support to academically struggling learners, addressing prior knowledge gaps, and fostering a positive learning environment through continuous guidance and feedback. Teachers were encouraged to pursue action research, improve assessment practices using clear language and diverse methods, and engage in ongoing professional development and collaboration. Finally, school heads were advised to reinforce punctuality and attendance to strengthen teacher discipline and promote a more efficient and effective learning atmosphere.