This descriptive-correlational study was conducted to determine the significant relationship between epistemological beliefs and teaching styles of public school English teachers in Cluster 12 Malabog District, Division of Davao City, during the academic year 2022-2023. The respondents to this study were the 30 public school English teachers. It was found that the level of epistemological beliefs of public school English teachers is high. On the other hand, the level of teaching style of public school English teachers is very high. Further, it was noted that there was a significant relationship between the epistemological beliefs and teaching styles of the public school English teachers, and the indicators of epistemological beliefs such as innate/fixed ability, certainty knowledge, learning process, and authority/expert knowledge significantly influenced the teaching styles of public school English teachers. It is therefore recommended that the Department of Education, through the school administrators, improve the professional development and capacity building of teachers by designing workshops, courses, or online modules that focus on epistemological beliefs to improve the teaching styles of the teachers. In addition, future researchers may consider examining the relationship between epistemological beliefs and teaching styles across various disciplines and comparing findings across subjects to reveal discipline-specific instructional issues.