This study examined the relationship between inclusive teaching practices and self-determination of elementary school teachers in the Division of Panabo City. Specifically, it determined the extent of inclusive teaching practices in terms of personalized instructional strategies, communicative scaffolding strategies, and collaboration and assessment strategies, determined the extent of self-determination in terms of self-realization, psychological empowerment, self-regulation, and autonomy, tested the significant relationship between the variables, and identified which domains of inclusive teaching practices significantly influence self-determination. The study employed a quantitative descriptive correlational research design. Data were gathered from 121 elementary school teachers using adapted, validated, and pilot-tested survey questionnaires. Statistical tools used in the analysis were weighted mean, standard deviation pearson product moment correlation, and multiple regression analysis at a 0.05 level of significance. Findings revealed that both inclusive teaching practices and self-determination were extensive, indicating that these were oftentimes evident among teachers. Results further showed a significant relationship between inclusive teaching practices and self-determination. Moreover, all domains of inclusive teaching practices significantly influenced self-determination, with communicative scaffolding strategies emerging as the strongest predictor, followed by collaboration and assessment strategies and personalized instructional strategies. The findings affirm that strengthening inclusive teaching practices contributes to enhancing teachers’ autonomy, empowerment, and self-regulation. Based on the findings, it is recommended that educational leaders strengthen professional development programs focused on inclusive pedagogy, school administrators sustain supportive structures for collaborative and responsive teaching, teachers continue enhancing inclusive practices, and future researchers conduct related studies using broader contexts and additional variables to further validate and expand the findings.