This study aims to determine the model more appropriate for teachers communicative ability. This study focuses on the relationship between teachers beliefs, instructional practices, and teachers oral skills related to teachers communicative ability in Filipino. The research employed quantitative design and structural equation modeling. Following an expert’s validation and approval of the questionnaire, tabulation, analysis, and data translation were immediately performed. Additionally, performing data interpretation using the mean, standard deviation, Pearson product-moment correlation coefficient, multiple regression, and structural equation model. Around 400 participants were recruited using data from Region XI’s ten public secondary school divisions. The study discovered that all independent and non-independent variables and their indicators achieved the highest level of descriptiveness. Thus, a significant correlation exists between teachers beliefs, instructional practices, oral proficiency, and communicative competence. The study’s findings indicate that the fifth model is more appropriate for teachers’ communicative competence in the Filipino language.