A descriptive - correlational research was done to determine relationship between teacher's philosophy, teaching style, and performance. The teacher-respondents is dominated by female with the age of early fortys up to late fiftys and finished graduate studies. Further, majority of them are at most Assistant Professors andserving the institution for more than three decades now. More than 50% of the teacher-respondents got a Common Criteria Evaluation and Qualitative Contribution Evaluation points of 65 to 87 and 89% to 91% respectively. Almost 50% of the teacher respondents are progressivists who strongly believe that teaching should prepare students for analyzing and solving the types of problems they will face outside the classroom. More than half of the respondents have somewhat individualized style of teaching which clearly means that majority of the teacher respondents focused to approximately individualized or student-centered instruction and assessment. It was found out that teacher-respondent's performance differs significantly when they were grouped according to highest educational attainment, academic rank, and years in service. However, the data are not sufficient enough to support the existence of significant correlations between teacher's philosophy, teaching style, and performance.
Keywords: teaching and learning; educational philosophy; teaching style; performance.