ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study investigated the structural relationship between teaching philosophies, instructional effectiveness among science educators in a state-run higher education institution and the importance of continuous professional development programs that strengthen pedagogical innovation, reflective teaching, and inquiry-oriented instruction among science educators. Utilizing a quantitative correlational design with Structural Equation Modeling (SEM), data were gathered from 73 science faculty members at President Ramon Magsaysay State University (PRMSU). The research employed the Teaching Philosophy Inventory and the Instructional Effectiveness Scale. Results indicated that while traditional philosophies remain present, progressivist and constructivist orientations predominate among modern science educators. The SEM analysis revealed that teaching philosophy significantly predicts effective instruction, with “student-centeredness” acting as the strongest latent construct. The model demonstrated a good fit, suggesting that an educator’s philosophical foundation is a critical determinant of pedagogical quality. Recommendations include the integration of philosophical reflexivity in faculty development programs to enhance STEM outcomes. Keywords: Teaching Philosophies, Effective Instruction, Science Education, Structural Equation Modeling