Shifting to student-centered teaching-learning in the Philippines entails closer scrutiny of teacher beliefs. These beliefs shape the adoption and application of knowledge in classroom settings and educational reforms. Thus, this study aims to support the theoretical underpinnings of teacher belief. In particular, this study aims (1) to identify a factor structure of teacher beliefs among prospective Filipino educators via exploratory factor analysis (EFA), (2) to evaluate the identified factor model's fit indices and psychometric properties via confirmatory factor analysis (CFA), and (3) to provide a CFA-based measurement model with excellent model fit. In this two-phase study, EFA and CFA were used. Using the thumbs-up rule 10:1 observation-to-variable ratio, 435 teacher-education students from Central Luzon, Philippines, agreed to participate voluntarily in the EFA study, while 441 students participated in the CFA study. Three experts validated the self-made instrument prior to EFA and CFA procedures. The stability of the three-factor solution--Reliable Improver, Knowledge Dispenser, and Equity Promoter--is evident in both EFA before and after transformation. The broader construct Reliable Improver combines Growth Advocate and Engagement Advocate items, highlighting shared concepts. The three teacher beliefs identified are distinct. Equity Promoter shows a negative correlation with Knowledge Dispenser and Reliable Improver beliefs, highlighting a tension between structure and adaptability. Strategic Scaffolder items were removed due to cross-loadings, suggesting its harmonization within Reliable Improver and Knowledge Dispenser beliefs, both leveraging scaffolding structures for structured teaching or guided improvement. Reliable Improver via systematic, dependable teaching methods for continuous improvement complements Knowledge Dispenser's structured delivery.