Professional development of teachers is viewed as a means of updating their knowledge and skills across different fields. The primary purpose of this study is to examine teachers’ professional development and work performance in a public secondary school in a large division of the Negros Island Region for the school year 2026-2027. Descriptive research was conducted, and a 40-item survey questionnaire was used as a tool to gather data from ninety-two (92) teachers. The results revealed that most of the subject respondents were senior professional teachers with longer years of service in the teaching profession, and that they were evenly distributed across income brackets. The level of teachers’ professional development in knowledge and skills enhancement, career growth and enhancement, collaboration, and mentoring was high, while research and innovation was moderate. When grouped by age, length of service, and family monthly income, the level of teachers’ professional development in knowledge and skills enhancement, career growth and enhancement, collaboration, and mentoring was high, while research and innovation was moderate. The level of teachers’ work performance, when grouped by age, length of service, and monthly family income, was very satisfactory. There was a significant difference in the level of teachers’ professional development in collaboration and mentoring when comparing according to family monthly income. There was no significant difference in teachers' work performance when compared by their profile variables. Furthermore, there was no significant relationship between teachers’ professional development levels and work performance. The study concluded that teachers’ perceptions of professional development do not affect their work performance. Continuous implementation of professional development programs, encouragement for graduate studies, provision of incentives, and allocation of funds for research.