Teachers’ motivation plays an important role in helping them perform their duties effectively and contribute to positive learning outcomes. This study examined the work motivation and performance of teachers in one district of a large Schools Division in Negros Occidental, Philippines, in School Year 2025-2026. A descriptive research design was employed, and data were gathered from 150 teachers using a 32-item survey questionnaire.The findings reveal most respondents were female teachers aged 36 years and above, more than ten years of teaching experience, earned relatively higher incomes, and possessed varying educational qualifications. In terms of work motivation, the learning environment obtained a very high rating, while professional development, compensation and benefits, and recognition and rewards were rated high. Teachers consistently received outstanding performance ratings regardless of age, sex, educational attainment, length of service, and family monthly income. A significant difference was found in work motivation concerning recognition and rewards when grouped according to length of service. However, no significant differences were observed in teachers’ performance across demographic variables. Likewise, no significant relationship was found between teachers’ work motivation and performance. The results suggest that teachers remain committed to providing quality instruction despite limited resources, professional growth opportunities, and recognition. Educational leaders may enhance support through improved learning resources, scholarship, balanced workloads, and meaningful recognition programs. Teachers are also encouraged to continue learning, manage their time and resources effectively, practice responsible financial management by living within their means, and strengthen their resilience and adaptability to sustain high levels of professional performance.