The study ascertained the performance, time management pattern, work commitment, and self-esteem among the faculty of universities in Western Visayas. Conducted in November 2000, this descriptive-correlational research involve the 282 randomly selected faculty. Data gathering instruments used were: Self-esteem Test (Lamberton et al., 1995), Time Feelings Self -Quiz (DuBrin,1995), Work Commitment Rating Scale (Elwin,1987), and Faculty Performance Appraisal Form (Diamante, 1997). Statistical tools used were: frequency counts, means, standard deviations, the One-way and the Two-way Analysis of Variance, the Stepwise Multiple Regression Analysis, and the Pearson's r. Alpha level was set at .05. Findings revealed that the faculty of universities in Western Visayas had "low" self-esteem; "Pattern C" time management; "high" level of work commitment; and "very satisfactory" performance. Significant differences existed in time management pattern among teachers according to the level of their self-esteem-- in favor of those with "very high" self esteem and in their work commitment-- in favor of those with "very high" and "high" self-esteem. Significant interactions were noted between self-esteem and time management pattern and between self-esteem and work commitment on teacher performance. School type was a significant predictor of the teachers' self-esteem. Age, educational attainment, and school type were significant predictors of teacher performance. Finally, positive and significant relationships were found between self-esteem and time management pattern; between self-esteem and work commitment; and between work commitment and teacher performance.