The purpose of this paper was to examine the relationships between subject matter knowledge, pedagogical approaches
like constructivism, collaboration, integrative, inquiry-based, and reflective practices, and the performance of teachers as
evaluated by principals and students on the first periodic test of tenth grade. Participating schools were those in the North
Cluster, Division of Cavite Province, Philippines, that offered the same health massage, information technology, and
culinary arts programmes. The teachers' performance was deemed exceptional by the headteachers in terms of subject
matter expertise and pedagogical techniques. The integrated approach to education came out on top among the many
methods of instruction. The reflecting method had the worst average score. The descriptive technique and documentary
analysis were used to examine the data on the performance of instructors and the learning outcomes of students on their
first periodic examinations. The data needed for this study was likewise collected using these methods. Students had a
very positive impression of the instructors' performance, according to the results. The constructivist method had the
greatest mean score among the instructional techniques, while the reflective method had the lowest. In addition, there is a
notable disparity in how headteachers and students evaluate teachers' performance. As for the learning outcomes of
students' first periodic test, as well as their assessments of subject matter knowledge and pedagogical approaches (with
the exception of reflective approach, which has a very weak positive correlation), there is a significant relationship and
weak positive correlation between these two variables.