This study examined the relationship between working conditions and teaching competence of teachers in Hagonoy II District, Davao del Sur. Specifically, it aimed to determine the level of working conditions in terms of time, facilities and resources, teacher empowerment, leadership, professional development, and mentoring; the level of teaching competence in terms of planning and preparation, classroom environment, and instruction; the significant relationship between working conditions and teaching competence; and the best predictors of teaching competence among the dimensions of working conditions. A total of one hundred eighty-nine elementary teachers participated in the study. A quantitative–predictive research design was employed, and data were analyzed using weighted mean, Pearson Product-Moment Correlation Coefficient, and multiple regression analysis. Findings revealed that teachers generally experienced high working conditions, particularly in leadership, mentoring, teacher empowerment, professional development, and facilities and resources, while time was moderately rated. The overall teaching competence of teachers was high, with a classroom environment obtaining the highest mean. All dimensions of working conditions had a significant positive relationship with teaching competence, indicating that better working environments are associated with higher instructional effectiveness. Regression analysis revealed that mentoring emerged as the strongest predictor of teaching competence, followed by leadership and facilities and resources, while time also significantly influenced competence. Teacher empowerment and professional development were not significant predictors. The study concludes that supportive working conditions, particularly mentoring, leadership, and adequate resources, play a crucial role in enhancing teachers’ planning, classroom management, and instructional delivery, thereby strengthening overall teaching competence in the district.