This study examined the relationship between teaching beliefs and culturally responsive pedagogy among Grade 12 teachers in medium-sized schools in the Division of Davao del Norte. Specifically, it determined the extent of teaching beliefs in terms of acknowledging cultural diversity, emphasizing cultural communalities, and socialization of national culture, as well as the extent of culturally responsive practices in terms of praxis, community, and social justice. It also investigated the significant relationship between the variables and identified which domains of teaching beliefs significantly predict culturally responsive pedagogy. A quantitative descriptive-correlational research design was employed involving 140 teacher-respondents. Data were gathered using validated and pilot-tested survey instruments. Statistical tools such as weighted mean and standard deviation were used to determine the extent of the variables, while Pearson Product Moment Correlation and Multiple Regression Analysis were utilized to test relationships and predictive influence at a 0.05 level of significance. Findings revealed that both teaching beliefs and culturally responsive pedagogy were extensive. A significant relationship existed between the variables, with acknowledging cultural diversity and socialization of national culture as strong predictors. It is recommended that educational leaders strengthen professional development programs and instructional support to enhance culturally responsive teaching practices.