This study aimed to assess the mediating role of emotional management in the relationship between teaching efficacy and performance among primary school teachers handling Kindergarten to Grade 3 learners in the District of Balete. Given the growing importance of emotional regulation in education, the study examined how emotional management influences teachers’ effectiveness in the classroom, particularly its role in enhancing teaching efficacy and overall performance. A correlational predictive design was employed, and respondents were randomly selected using a stratified sampling technique. The findings revealed a significant relationship between teaching efficacy and emotional management, suggesting that teachers who have confidence in their teaching abilities are more capable of regulating their emotions. While emotional management had a significant effect on teaching performance, it did not significantly mediate the relationship between teaching efficacy and performance. The direct influence of teaching efficacy on performance was stronger, underscoring the critical role of self-confidence in driving teaching effectiveness. Based on these findings, the study recommends the development of programs that foster teachers’ self-efficacy, strengthen emotional management skills, and promote effective classroom practices. It also suggests implementing mentorship programs, wellness initiatives, and the integration of technology to further enhance teacher effectiveness.