Best school practices and digital literacy as a catalyst of change in the quality of Teacher Education Programs remains the concern of the education community amidst pandemic. Hence, this study investigated if there is a significant relationship between the best school practices, digital literacy, and quality of teacher education programs in selected Higher Education Institutions (HEI's) in Laguna. The status of the quality of TEP was analyzed in terms of Vision, Mission, Goals and Objectives, Faculty and Staff, Curriculum and Instruction, Support to Students, Research Extension and Community Involvement, Library, Physical Plant and Facilities, Laboratories, and Administration.Descriptive correlational survey research design was utilized to gather data from 102 implementers from selected HEI?s using the self-made questionnaire in Google Form, with a 5-point Likert scale ranging from 5(Strongly Agree / Very Highly Manifested) to 1(Strongly Disagree / Not Manifested).Findings disclosed the extent of the Best School Practices, Digital Literacy and the Quality of the Teacher Education Programs were evident and ?Highly Manifested?. However, a very weak correlation was observed between the best school practices and the implementer's digital literacy. It can be inferred that at 0.05 level of significance, the hypothesis which states that ?there is no difference in the implementers level of digital literacy when grouped according to academic profile is partially rejected, hence there is a significant difference between the implementers level of digital literacy when grouped according to academic profile. Also, the hypothesis which states that "there is no significant relationship among and between the best school practices, digital literacy and quality of teacher education programs in selected Higher Education Institutions (HEI's) in Laguna is rejected, hence, there is a significant relationship between the best school practices, digital literacy, and quality of TEP. Thus, the best school practices and digital literacy served as a catalyst of change on TEP's quality. It is recommended that TEP implementers continue upskilling the faculty and staff in digital literacy; internalize among personnel the relevance of the VMGO; strengthen the research culture and community extension services; present to the curriculum planning division the results of this study; and further comprehensive researches be conducted with the HEI?s of other provinces on the quality of Teacher Education Programs.

Best Practices

, Quality of Teacher Education Programs

, Higher Education Institutions

, Digital Literacy

, Catalyst