Science education is a vital element of a country's progress. Hence, teachers of Science should be equipped with the indispensable skills to be able to effectively contribute to the development of functionally-literate and scientifically-minded citizens. This descriptive survey research determines the Science teachers' qualities which served as baseline information in the crafting of a faculty sustainability program. A total of 22 junior high school Science teachers purposively chosen from various public secondary schools of Southern Zambales, Philippines served as respondents of the study. The results of the inquiry indicate that the teachers' professional knowledge, professional practice and professional attributes are very evident. The study found out that Science teachers are less active in conducting action research and sharing the results with their colleagues. The study recommends that teachers could be encouraged to conduct action research at least annually in order to solve science pedagogy problems which would improve the quality of Science teaching in the country. Moreover, research outputs may be disseminated via fora, research colloquia and/or learning action cell (LAC). The developed faculty sustainability program is hereby recommended for implementation and further validation.