This study determined the influence of classroom observation on teaching self-determination among junior high school teachers in the Division of Davao del Norte. The study employed a quantitative non-experimental descriptive correlational research design. The respondents of the study were 123 junior high school teachers. Weighted mean, Pearson-r, and Multiple Regression Analysis were used in interpreting the data gathered. Findings revealed that the extent of classroom observation and teaching self-determination were both extensive. Results further showed that there was a significant relationship between classroom observation and teaching self-determination. Moreover, classroom observation significantly influenced teaching self-determination. Findings also revealed that research strategies and individual differences were the strongest predictors of teaching self-determination. The findings highlight the importance of developmental classroom observation practices in fostering teacher autonomy, empowerment, and reflective teaching practices.