It is widely agreed that factors from the teachers significantly influence the practices of Outcomes-Based Education. As OBE is gaining popularity as a new paradigm of education in most of the higher education institutions subjected a teachers response to its actual implementation. The study employed descriptive and correlational research design in analyzing the factors and utilized multiple linear regression to analyze its influence on the extent of OBE practices. Results showed that level of knowledge on OBE and the level of adaptability greatly influenced the extent of OBE practices. Teachers who better understand the curriculum are better able to adapt their strategies to meet the needs of diverse students and are equipped with skills relevant to the attainment of students outcome. Teachers who are willing to try new teaching strategies and adjust their instruction based on student feedback may be more successful in implementing OBE practices than those who are more resistant to change. Significantly, Alignment is a positive predictor of the respondents’ perceived extent of OBE practices. The knowledge on the constructive alignment helps teachers to facilitate students achievement of outcomes and experiences while being certain of the alignment of all learning experiences to the curriculum. Furthermore, attitude towards OBE and the level of self-efficacy showed a great influence in the extent of OBE practices. The certain degree of agreement depicts the recognition of effectiveness of OBE in strengthening education. As teachers viewed OBE to be effective, they see the value of it in their teaching practices. On the other hand, the higher beliefs of teachers in their capacity to teach depicts a strong will to implement OBE into practice. Acceptance, instructional strategies, and classroom management are all positive predictors of the respondents perceived extents on OBE practices. However, feelings is a negative predictor which mean that even if teachers possess a negative attitude towards OBE, it does not affect their teaching practices following OBE