This study investigated the relationship between school climate and teachers’ performance in Palanog Resettlement Elementary School. Using the descriptive- correlational research design the study included all teachers of the school. The school climate was measured through the Organizational Climate Descriptive Questionnaire and the teachers’ performance through the Performance Appraisal System for Teachers. The data were analyzed using frequency count, percentages, means, Pearson-r product moment correlation and t-test correlation coefficient. The findings revealed that the supportive principal behavior and collegial teacher behavior dimension of school climate has significant relationship on teachers performance. Based on the findings, it was suggested that school head should continue the supportive climate on teachers but not to disregard the directive behavior as to ensure the implementation of the school policies.
 
