The study was conducted to determine whether teachers’ innovative work behavior is mediating the relationship between teacher engagement and students’ learning outcomes in mathematics. The study utilized a quantitative, non-experimental design using the correlational research method. The respondents were 288 grade ten students in four different schools in the division of Tagum City. A simple random sampling was used to identify the respondents. Two sets of research instruments were used in this study, and the Statistics tools applied were mean Pearson r and regression analysis. Findings showed that teacher engagement was highly extensive while the level of students’ learning outcomes was very satisfactory. Moreover, the level of teachers’ innovative work behavior was high. Results also revealed no significant relationship between teacher engagement and students’ learning outcomes. There was no significant relationship between the teacher’s innovative work behavior and students’ learning outcomes. However, there was a significant relationship between teacher engagement and innovative work behavior. Lastly, there is no significant mediation takes place in the model. It does not claim further that teachers’ innovative work behavior influence students’ learning outcome in mathematics. It is recommended that further researchers exploring the mediating effect of teachers’ innovative work behavior on the relationship between teacher engagement, and students’ learning outcomes be conducted to substantiate the findings.