Teacher’s innovativeness is an important factor in coping up with the challenges brought by advancement in the educational environment. This is a descriptive-correlational study that was conducted to clarify the influence of portrait values in boosting teachers’ innovative behavior. Threehundred twenty-three teachers from nine sectarian tertiary institutions were purposively invited to obtain valid responses. Results of the descriptive statistics reveal that the self-transcendence was extremely high. While openness to change, self-enhancement and conservation are also highly evident portraits. Teachers are also highly involved in exploring opportunities, generating ideas, promoting suggestions, implementing, and sustaining innovations. Pearson-moment correlation results reveal that portrait values and innovative behavior are positively associate. However, based on regression results, only self-transcendence and openness to change are significant predictors of innovative behavior. Results suggest that school administrators endeavor to identify the portrait values of their teacher to provide applicable programs to obtain extreme innovativeness among their teachers. Future research can be conducted to determine more factors that influence innovative behavior.