This study aimed to determine the significance of the relationship between teacher self-regulation and teaching approaches among selected teachers in the Division of Davao del Norte. Utilizing a descriptive-correlational research design, the study involved 149 teacher-respondents and employed validated and pilottested research instruments. Data were gathered and analyzed using weighted mean, Pearson product-moment correlation, and multiple regression analysis to test the hypotheses at a 0.05 level of significance. The findings revealed that both teacher self-regulation and teaching approaches were rated at an extensive level, indicating that these practices are oftentimes evident among the participants. Results further showed a significant relationship between teacher self-regulation and teaching approaches. Specifically, all domains of teacher selfregulation, goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, and self-instruction, significantly influence the application of teaching approaches. The regression analysis confirmed that goal setting had the greatest influence on teaching approaches, and overall, teacher selfregulation accounted for 63.5% of the variance in teaching approaches. These findings underscore the critical role of self-regulated teaching practices in enhancing instructional strategies. The study recommends targeted professional development and supportive school environments to further strengthen teachers' self-regulation and teaching methods.