In order to build theory, this study looked at the confessions of mathematics teachers. This study took a qualitative approach while also providing quantitative reasons. There were 35 math teachers there from five different schools. There were 27 female teachers and 9 male teachers among the 35 total. They were chosen using a simple random sampling process. Teachers were divided into groups based on their mathematical abilities. A survey questionnaire was employed by the researchers. The TPI was employed as the tool (Teaching Perspective Inventory). The computer generated this inventory. This highlighted the teachers' teaching perspectives as well as the relationship between their beliefs and their teaching or educational practices. This instrument also highlighted how people connect different perspectives or orientations to their ideas, activities, and goals. The researchers also used the Philosophic Inventory, a survey questionnaire. For the creation of the theory, four axiomatic and three propositions were developed. According to the findings, the teachers were specialists in their disciplines. As a result of their altered teaching philosophy and pedagogical skills in mathematics, they adopt unique approaches. The teacher modifies his or her teaching methods, especially if the methods/strategies are ineffective for a certain group of students. Similarly, each teacher has his or her own teaching philosophy and ideas that guide him or her in their chosen field. These ideologies and beliefs are a part of their teacher identities, and they motivate and impact their driving behavior. This has an impact on their work lives as well. These concepts and ideologies do, in fact, influence how teachers organize and order materials in the classroom, anticipate student understandings and misunderstandings, and make instructional and assessment decisions. It is concluded that teachers' opinions and behaviors are influenced by how well they do in class, and students' willingness to learn mathematics influences their learning. Teachers must then innovate in order to establish new teaching styles/methods and effectively achieve the desired desires and goals.