This study aimed to evaluate the teaching self-efficacy, personal growth initiatives, and teaching performance of millennial and Generation X teachers at Lezo Integrated School in the District of Lezo, Aklan, during the 2023–2024 school year. Employing a comparative cross-sectional research design, the study involved 46 out of 50 teachers, selected through purposive sampling. Data were gathered using adapted questionnaires assessing the three key areas. The findings indicated that both millennial and Generation X teachers exhibited very high levels of teaching self-efficacy, demonstrating confidence in engaging students, utilizing instructional strategies, and managing classroom challenges. Their personal growth initiatives were also rated very high, reflecting strong adaptability, goal-setting skills, resource utilization, and intentional behavior. Furthermore, both groups displayed very high teaching performance, underscoring their effectiveness regardless of generational differences. Statistical analysis revealed no significant differences between the two generational cohorts in terms of teaching self-efficacy, personal growth initiatives, and teaching performance. This suggests that beliefs, experiences, and work approaches associated with generational identity do not significantly impact these aspects of teaching. Both millennial and Generation X teachers at Lezo Integrated School share a strong commitment to delivering quality education, highlighting the importance of individual attributes and professional development over generational distinctions. These findings contribute valuable insights into the dynamics of teaching efficacy and performance in the context of Lezo Integrated School.