This study examined the influence of innovative teaching practices on teachers’ effectiveness among selected educators in the Division of Panabo City. Using a descriptive-correlational research design, the study involved 116 teacher respondents who answered validated and pilot-tested research instruments. Statistical tools used included Weighted Mean, Pearson Product Moment Correlation, and Regression Analysis. Results revealed that both innovative teaching practices and teachers’ effectiveness were at an extensive level, suggesting that these elements were oftentimes evident in the teaching process. A significant relationship was found between innovative teaching practices comprising critical thinking, creativity, social skills, and information communication and technology skills, and teachers’ effectiveness. Regression analysis showed that all four domains of innovative teaching practices significantly predicted teachers’ effectiveness, with critical thinking having the greatest impact. The coefficient of determination indicated that 50.70% of the variance in teachers’ effectiveness could be explained by these innovative domains. The findings affirm the predictive power of innovative teaching in enhancing teacher performance and align with learning theories such as constructivism, social learning theory, cognitive load theory, experiential learning, and connectivism. The study recommends strengthening teacher training programs and policy support to further institutionalize innovation in teaching.