This study investigated the influence of teacher competence on collaborative learning strategies among selected teachers in the Division of Davao Oriental. Employing a descriptive-correlational research design, data were collected from 143 teachers using validated research instruments. Statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis were utilized to analyze the data. Findings revealed that both teacher competence and collaborative learning strategies were rated as extensive. Furthermore, a significant positive relationship was established between teacher competence and collaborative learning strategies. Regression analysis showed that all four domains of teacher competence, pedagogy, facilitation, technology, and course administration, significantly influenced collaborative learning strategies, with facilitation showing the strongest impact. The model accounted for 52.8% of the variance in collaborative learning strategies, as indicated by an R² value of 0.528. The study concludes that teacher competence plays a critical role in the effective implementation of collaborative learning strategies, highlighting the importance of enhancing teacher skills across these domains. Recommendations were made for educational stakeholders, including the Department of Education, school principals, teachers, and future researchers, to support professional development and further exploration of this relationship.