A self-regulated catalysts of learning and effective pedagogy of teaching provide the class in a route learning teaching and traditional method on the best factual learning and concept in an effective relationship between the teacher and students. The study aims to identify the self-regulated catalyst of learning in the teaching pedagogy approach among the respondents in the area of teacher-centered approach to learning, student-centered approach to learning, teacher-centered method of instruction, and student-centered method of instruction. The research employs descriptive quantitative research because this method describes the population and characteristics of the phenomenon under study. A non-probability sampling technique is utilized in the study which is convenience sampling and purposive sampling. It is the techniques that the researchers used to choose a sample of subjects/units from a population. The study comprised forty-five (45) respondents only. Results show that teachers are constantly changing themselves based on the interactions they have with their learners in order to produce intellectual and behavioral success, different approaches to teaching, educators gain a better understanding of best to govern their classroom, implement instruction, and connect with their students, Teachers can differentiate student access content, type of activities, product learning in a classroom setup, and teaching practice is tailored with instruction to meet individual student needs. Findings show that there is a significant correlation on the self-regulated catalyst of learning in the teaching pedagogy as observed by the respondents..