This study determined the extent of the utilization of K to 12 Science instructional practices in enhancing teacher effectiveness. The K to 12 Science instructional practices used in this study were contextualized instruction, inquiry strategies, instructional technology strategies, manipulative strategies, and collaborative strategies. A total of 26 Grade 9 Science teachers and 368 Grade 9 students from 15 Junior High Schools in the Division of Lipa City participated in the study. The survey questionnaire served as the instrument of this research. The data gathered were analyzed and interpreted using statistical tools such as weighted mean, ranking, Pearson-r, and Mann-Whitey test. The researcher used the descriptive correlation method to acquire the desired data. The study revealed that the most effective strategies under the five instructional practices were relating learning to students' previous experiences or knowledge. It also found that students make sense of data to generate their own knowledge and understanding, use of technology for better communication and interpretation of data and information, build their own understanding through manipulated objects and materials and providing interactive activities as support systems for learners. The utilization of K to 12 Science instructional practices leads the teachers to become confident of their ability to achieve and help students attain better performance. It also serves as a tool in encouraging student engagement by exploring materials and utilizing prior knowledge in understanding new science concepts. The utilization of Science instructional practices has a positive effect on teachers' self-efficacy, instructional delivery, and performance. As found, there is no significant difference in teachers and students' assessment on the effect of utilization of instructional practices in enhancing teacher effectiveness. This study recommends that teachers should have enough knowledge in the proper implementation and utilization of instructional practices. Training and workshops are still necessary, and learnings must be applied and monitored to improve teacher effectiveness.
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