This study determined the relationship between interprofessional identity and inclusive practices of teachers in the Division of Davao del Norte. Specifically, it examined the extent of interprofessional identity in terms of interprofessional belonging, interprofessional commitment, and interprofessional beliefs, as well as the extent of inclusive practices in terms of personalized instructional strategies, communicative scaffolding strategies, and collaboration and assessment strategies. A quantitative descriptive correlational research design was employed. The respondents consisted of 116 senior high school teachers selected through random sampling from a total population of 211. Data were collected using adapted survey questionnaires that underwent validation and pilot testing. Statistical tools used for data analysis included mean, standard deviation, Pearson product moment correlation, and multiple regression analysis. Findings revealed that both interprofessional identity and inclusive practices were at an extensive level, indicating that these were oftentimes evident among teachers. The results further showed that there was a significant relationship between interprofessional identity and inclusive practices. This implies that teachers with higher levels of interprofessional identity were more likely to demonstrate stronger inclusive teaching practices. Moreover, the domains of interprofessional identity significantly influenced inclusive practices, suggesting that belonging, commitment, and beliefs played important roles in shaping teachers’ instructional behaviors. It was recommended that educational leaders strengthen interprofessional collaboration structures, provide targeted professional development, and support teachers in enhancing inclusive instructional strategies. Future researchers may explore additional variables and conduct studies in different educational contexts to further validate the findings.