A constructivist approach shifts the focus from traditional teacher-led instruction to a more collaborative, engaging environment where students take responsibility for their learning. This approach fosters active participation, deeper understanding, personalized learning experiences, and prepares students with the skills needed for real-world challenges. In a constructivist teaching, the teacher’s perceptions towards teaching should support individual learning, provide constructive feedback, create an inclusive environment, and encourage collaboration among students. Based on this concept, the study aims to explore the levels of perceptions, as well as the influence of gender, types of schools, and their interaction on the perceptions of secondary school science teachers regarding the constructivist approach. In this research, the “perceptions of teachers towards constructivist approach” scale was administered to collect the data on a sample of 130 government and private secondary school science teachers of District Aligarh of U.P. The Scale was constructed and standardized by the researchers. The reliability of the scale was 0.901. The obtained data were analyzed using statistical tests, 2×2 Factorial Design ANOVA, and percentages. The finding revealed that, compared to their male counterparts, female science teachers showed very good perceptions of the constructivist approach. On the contrary, compared to their counterparts in government schools, science teachers of private schools possessed better perceptions of the constructivist approach. This study also shows that perceptions of science teachers are significantly influenced by both gender and school type, but the interactions between gender and types of schools do not significantly impact perceptions of science teachers regarding the constructivist approach.