The development of creative teaching practices in dance education provides an essential component in evaluating effective learning. As such, instructional styles and practices are gathered and assessed. This study is to determine pedagogical practices in dance education and skills performance of grade 9 students based on the ratings of 17 Music, Arts, P.E., Health (MAPEH) teachers and 17 independent groups of assessors in Bislig City Division. A descriptive survey, comparative and correlation design, with randomly selected Grade 9 students as unit of analysis. Validated researcher-made instruments were used to gather and process the ratings of MAPEH teachers and an independent group of assessors. Proportionate sampling, simple percentage and multiple correlation and t-test were used. The result revealed that teachers adopted some pedagogical practices in teaching dance education that are relevant and effective. Thus, demonstrating a high level of expertise ultimately affects the performance of the students as mentioned (Powell, 2008). Indeed, MAPEH teachers are encouraged to explore how dance skills performance is employed and instil students’ abilities. More so, the researcher attains a proposed relevant enhancement program as an extension for teachers who are unaware of how to teach dance movements and to properly address weaknesses discovered during actual classroom observation. On the other hand, the planning procedure depicting the current situation on pedagogy of teaching dance education for grade 9 students of City Division must be updated about the instructional curriculum. Hence, MAPEH teachers continue to utilize a variety of strategies to develop systematic, well-structured teaching pedagogy.