This study aimed to assess the moderating effect of collegial support on the relationship between the scholastic environment and teacher creativity in Panabo North District, Panabo City, using a non-experimental quantitative design with a descriptive-correlation approach. The study involved 217 public elementary school teachers selected through simple random sampling. Data were collected using modified and enhanced adapted survey questionnaires, which were pilot-tested for reliability and internal consistency. Findings indicate that the scholastic environment is generally rated as moderately extensive, with innovative teaching practices being the most prominent. In contrast, engagement in learning activities is the least evident, suggesting that teachers may benefit from more active learning strategies. Teacher creativity is also rated as moderately extensive, with creative problem-solving as the most evident and encouraging student expression as the least. Collegial support is moderately extensive, with open communication and idea-sharing being the most prominent, while participation in group discussions is the least evident. The analysis revealed a significant positive relationship between the scholastic environment and teacher creativity, with collegial support acting as a significant moderator. Specifically, the interaction effect of scholastic environment and collegial support enhances teacher creativity, confirming the importance of supportive peer relationships in fostering innovative teaching practices.