The challenge of effective teaching contemplates one of the crucial problems in education. Teachers have encountered various problems in their school undertakings and applied pedagogical approaches believing to increment learning. This paper aimed at the identification of teaching behavior of teachers in select three national high schools of Zamboanga del Sur consisting the predictors of clarity, enthusiasm, interaction, organization, and rapport. A questionnaire checklist was administered to the student respondents chosen in random. The study revealed that predictors of teaching behavior were all often observable in the classroom engagements. Teachers answered students’ questions, introduced ideas repeatedly, and explained basics of lessons in a common language to raise the clarity during classes. Using body gestures, observing eye contact, and walking in the corners in the classroom were observed to allow enthusiastically learnable and enjoyable journey of learning in class. Interactive classroom was noticed because of evident explanation of lessons and directions, appreciation of positive behaviors, encouragement to raise questions and comments, evaluation of peer outputs, and incorporation of ideas. Smooth deliberation of classes was possible due to recalling past lessons in related to the present and future lessons, conducting assessments and evaluation in different types of tests, and returning students’ papers for self-evaluation. Calling their names, encouraging to good study habits, and praising them for meeting expectations have made teacher-student relationship good. All these practices conformed to influence high school students’ inclination to academic endeavors in the region. As such, educators should be flexible in the level, needs, and interests of their learners. Sustained efforts and education programs could be considered in the promotion of refined pedagogical practices to fully boost students’ learning.