In an increasingly diverse educational landscape like that in the Philippines, teachers must address the difficulties of managing classrooms composed of students from varied cultural backgrounds. Culturally Responsive Classroom Management (CRCM) fosters an inclusive and equitable learning environment where all learners feel valued, respected, and empowered to succeed. However, the effectiveness of CRCM largely depends on teachers’ personal epistemologies or beliefs about knowledge, learning, and teaching, as well as their self-efficacy in implementing culturally responsive practices in terms of classroom management. Teachers’ personal epistemologies shape their instructional choices, classroom interactions, and responsiveness to students' cultural identities and characteristics. Those with sophisticated epistemological beliefs tend to be more open to adapting their teaching approaches, recognizing the diverse ways in which students learn. Similarly, teachers with high self-efficacy are more confident in their ability to manage diverse classroom concerns, address students' unique individual needs, and promote positive learning experiences. Despite its importance, the relationship between teachers’ personal epistemologies and their self-efficacy in culturally responsive classroom management remains an underexplored area in educational research, particularly in the Philippines and in Malabog District context.