This study aimed to determine the relationship between professional practices and pedagogical competence of kindergarten teachers in Carmen District, Davao del Norte. Specifically, it assessed the level of professional practices in terms of community linkages, professional engagement, personal growth, and professional development; evaluated pedagogical competence; examined the relationship between professional practices and pedagogical competence; and identified the domains of professional practices that significantly influenced pedagogical competence. A quantitative-predictive approach was employed to capture naturally occurring teacher behaviors and competencies. The study involved fifty-eight (58) kindergarten teachers, and a total enumeration technique was used to ensure comprehensive coverage. Data on professional practices and pedagogical competence were collected and analyzed using weighted mean, standard deviation, Pearson Product-Moment Correlation, and multiple regression analysis. Findings revealed that kindergarten teachers demonstrated high levels of professional practices, actively engaging in community linkages and pursuing personal and professional growth. Pedagogical competence was also high across all dimensions, including content knowledge, curriculum implementation, learner diversity management, and assessment practices. A strong and significant relationship was found between professional practices and pedagogical competence, with both community engagement and personal growth significantly predicting pedagogical skills. These results highlighted that active professional involvement and sustained development positively influenced teaching effectiveness. Based on these findings, kindergarten teachers were recommended to continue professional development, reflect on teaching, and adopt innovative strategies. School heads were advised to support teachers’ growth and foster collaboration. Learners were encouraged to engage actively, while future researchers were suggested to explore additional factors and long-term effects on pedagogical competence.