Many Philippine schools overseas encounter unyielding challenges, with the irresistible majority of teachers getting outstanding ratings, making it challenging to classify which teachers are genuinely exceptional. In specific instances, the evaluation of teachers’ classroom performance validates the organizational policies of classroom management. Otherwise, the effect of poor classroom performance is immense, predominantly on the part of students. It is because of this motivation that the authors utilized a quantitative research design to examine the level of teachers’ classroom performance using the criterion-based review model on various criteria. The measure is based on weighing the perspectives of purposely selected school administrators and teachers at The Philippine School in Dubai. This paper also explored the significant relationship between the teachers’ profile and classroom performance, and the difference between the perspectives of school administrators and teachers’ self-review to facilitate and impede meaningful performance review. The results adhere to continuing practices that will increase knowledge, enable impactful learning, develop critical thinking skills, improve problem-solving ability, and equip teachers with pedagogical competence. The findings revealed that both school administrators and teachers shared realistic feedback about teachers’ classroom performance.