Teaching has been a challenging profession since it requires much of the time, effort, knowledge, and performance of teachers. This study aimed to assess the relationships of work motivation and social support towards resilience among elementary public school teachers. It covered the different aspects of work motivation such as teacher reward system, professional training and development, quality of working environment, organizational commitment, and income and other benefits. The extent of teachers’ social support such as family, friends, professional colleagues, church, and community affiliation and the extent of work resilience, such as self-belief, optimism, purposeful direction, adaptability, ingenuity, challenge orientation, emotion regulation, support seeking were also determined. The study was conducted to all fifteen public elementary schools in the District of the Division of Misamis Oriental through purposive sampling. The results of the study revealed that there was no significant difference between work motivation and social support when grouped according to the teachers’ profile, while there was a moderate significant relationship between the respondents’ work motivation and work resilience; a moderate significant relationship between the respondents’ social support and work resilience; and higher significant association between social support, work motivation, and work resilience. Moreover, teaching performance is significantly associated with social support, work motivation, and work resilience. Thus, the study concluded that work motivation, social support, and work resilience are important in harnessing the teaching performance of teachers. It is therefore recommended that the personality development program of the teachers as an output of this study can be implemented to improve work motivation and social support based on work resilience.