This research investigates the Technological, Pedagogical, and Content Knowledge (TPACK) of public elementary school educators in Rizal, Philippines, and explores the relationship between TPACK and teacher performance, as assessed by the Individual Performance Commitment and Review Form (IPCR). It provides a thorough analysis of how the integration of technology, pedagogy, and content knowledge influences teacher effectiveness in various educational contexts. Researchers utilized a descriptive research design to gather data from 208 educators in Very Large, Large, Medium, and Small Schools in Rizal. Multiple rounds of random sampling were conducted to select the participants. A structured questionnaire checklist was developed to assess teachers' performance on the IPCR and their comprehension of TPACK. Experts in education reviewed the questionnaire to ensure its validity. Data analysis involved calculating mean scores, standard deviations, and Pearson's correlation coefficient (r). The findings revealed that educators in Very Large Schools demonstrated higher levels of Pedagogical Knowledge and Content Knowledge, while those in Small Schools showed improvements in Content Knowledge, Pedagogy, and Learning Environment. The study identified significant positive correlations between various components of TPACK and overall teacher performance, particularly between Content Knowledge and Pedagogy (r = 0.271, p = 0.000). However, no significant correlations were found between Curriculum Planning and Assessment & Reporting. This study enhances our understanding of the impact of TPACK on teacher performance across schools of varying sizes. It also discusses the advantages and disadvantages of technology use in urban and rural educational settings. The findings are valuable for school leaders, policymakers, and stakeholders in education as they provide insights for developing professional development programs aimed at improving teachers' technological integration and instructional effectiveness.