Cyberloafing, or the use of company internet resources for personal purposes during work hours, represents a significant challenge for organizations, impacting work productivity. This descriptive-correlational study sought to determine the prevalence of cyberloafing engagement and its impact on work productivity among teachers of DepEd Surigao City Division. The participants of the study were the two hundred ninety-six (296) Elementary and Secondary Teachers of Surigao City Division. Findings revealed that teachers frequently engaged in socialization cyberloafing specifically direct communication via messaging platforms moderately in news-follow-up and search cyberloafing. Perceptions of cyberloafing impacts on work productivity vary, with stress reduction, collaboration facilitation, and information acquisition being positively acknowledged, while challenges such as meeting deadlines and maintaining focus were neutrally perceived. These findings underscore the need for school policies to regulate cyberloafing, leveraging its positive aspects while mitigating negative effects on work productivity. Moreover, this study contributes to the scant literature on cyberloafing behavior of teachers and its impact on their productivity.