The public elementary schools have been faced with challenges that need to be addressed in order to improve teacher productivity. The purpose of this study was to determine the relationship between school-based management practices and teacher productivity in public elementary schools in Davao City. It focused on the school-based management practices in terms of leadership and governance, curriculum and instruction, accountability and continuous improvement and management of resources. The study used the quantitative research method which utilized descriptive correlational design. The study included 200 public school teachers in Talomo District as respondents. Purposive sampling was used since the respondents were selected for the intent of this research. The statistical tools used in the study were weighted mean, standard deviation, Pearson product moment correlation and multiple regression analysis. Results revealed that the level of school-based management practices was rated very high. The teacher productivity in terms of teaching learning process, student outcomes, community involvement and professional growth was rated very high. There was a significant relationship between school-based management practices and teacher productivity which implied that good school-based management practices contributed to increase in teacher productivity. Moreover, study revealed that the level of school-based management practices and teacher productivity indicated very high. Further, leadership and governance, and curriculum and instruction were the indicators that significantly influenced and best predicted teacher productivity.