This study determined the relationship between learners dispositions, on the learners learning desire and academic integrity. Specifically, it determined the level of the learners personal dispositions intellectual dispositions learning desire and the learners academic integrity. Also, the study investigates whether a learner disposition has a significant relationship on learners desire to learn and academic integrity.                 This study is a descriptive study that employed a mixed-methods approach, combining both quantitative and qualitative research to determine the relationship between learners dispositions, the learners learning desire, and academic integrity. For quantitative, it involved two hundred and ten (210) selected Grade 8 students from Mayuro National High School, Itlugan National High School, and Rosario Integrated National High School and three (3) learners selected for qualitative analysis.  Data was collected through a survey questionnaire and an interview guide. Based on the data presented and interpreted, it revealed that the level of learners personal disposition was interpreted as “Very Great Extent. As well as the learners intellectual disposition was evaluated to a “Very Great Extent. Also, the learners learning desire was “Very Great Extent” Moreover, the learners learning integrity was assessed to a “Very Great Extent”. The study found a significant relationship between learners disposition and learning desire, as well as between the learners disposition and learners learning integrity. In conclusion, there is a significant relationship between learners disposition on the learners learning desire, and learning integrity. This study rejected the null hypothesis. This means that learners respond positively to engaging teaching methods like playful styles, short videos, and props and to a positive learning environment with active participation through quizzes, competitions, and recognition. The researcher recommends that teachers provide attainable challenges to build learners confidence, incorporate open-ended questions for problem analysis, encourage mistakes and improvement, provide more examples in discussions, and create activities that showcase practice and effort. They may also design lessons that showcase various instructional methods, focus on intellectual skills, and create a fun learning environment. Additionally, teachers should consider understanding how personal disposition interacts with intellectual skills to influence learning desire and integrity. Future researchers should also gain a deeper understanding of how personal disposition influences learning desire and integrity.