Educational innovations play a vital role in improving teaching and learning by introducing new strategies and tools that address the diverse needs of learners (Kanwal Khaskheli, 2022). Globally, practices such as adaptive learning, flipped classrooms, and AI-driven tutoring have enhanced teaching effectiveness and student engagement (Suvendu, 2024). In the Philippines, the Department of Education promotes innovative practices across curriculum, governance, and learning environments to improve educational quality (DepEd Region VI, 2022). However, the implementation of these innovations continues to face challenges, including limited resources, varying teacher readiness, and differences in stakeholder support (Noor Hanim Rahmat, 2020). This study aimed to explore and assess the facilitating factors that support the successful implementation of educational innovations in public elementary schools in the Division of Cadiz City for School Year 2025-2026. It utilized an exploratory sequential mixed-methods design, where qualitative data were first gathered through in-depth interviews with school heads, innovation teacher-coordinators, and PTA representatives. The findings were used to develop a 60-item survey questionnaire, which was administered to 150 participants using total enumeration. The results revealed that leadership support, teacher commitment, and professional development were the most influential factors in implementing educational innovations. Learner-centered practices, parental and community engagement, and strong organizational conditions also contributed significantly to sustaining these innovations. However, resource limitations and inconsistent stakeholder readiness remained key challenges. Based on these findings, a proposed instructional supervision monitoring tool was developed to guide schools in planning and sustaining innovations. This study provides practical insights for improving innovation practices and contributes to research on educational innovation in public elementary schools.