Self-regulation is a vital competency for educators, influencing not only their professional effectiveness but also the learning outcomes of their students. As educators navigate the complexities of teaching, their ability to set goals, monitor progress, and reflect on their practices plays a crucial role in fostering a productive learning environment. This study aims to explore the factors influencing self-regulation among basic education teachers, focusing on the interplay between goal-setting, self-monitoring, and reflective practices. For this study, the researcher included 100 basic education teachers from the Division of Davao del Sur. To ensure fairness in selection and enhance the representativeness of the sample, random sampling techniques was used. This method allowed each teacher an equal opportunity to be chosen, reducing potential biases and strengthening the validity of the research findings (BYJU'S, 2023). The findings revealed that teachers demonstrate a high level of goal-setting, with particular strength in setting goals that are relevant and meaningful to their teaching context. However, while they prioritize aligning goals with curriculum standards and student needs, less emphasis was placed on ensuring that goals are measurable and quantifiable.