This qualitative correlational research study investigated the secondary English teachers' perceptions of the foreign language anxiety, self-efficacy and self-esteem in teaching English Language and consequently examined the relationship of these variable to students' performance in English. To collect the data, this research made use of a questionnaire, interview and students' final grades from the first and second quarter. Based on the results, the respondents' were identified to have moderate anxiety, high self-efficacy and self-esteem. However, there was no significant relationship seen between their levels of anxiety, self-efficacy, and self-esteem. On the other hand, the findings revealed a significant relationship between the respondents' level of anxiety and the students' performance in English. The results of the interview revealed top three factors that affect their anxiety: vocabulary and spelling during teaching; the presence of an observer makes them nervous; being compared to the other teachers who are better than them makes them nervous. From all this results, a proposed enrichment program as a coping strategy for teachers to alleviate their anxiety in teaching English was developed. Keywords: teaching anxiety; self-efficacy; self-esteem.