This study aimed to determine the influence of teachers’ competence domains on the curriculum assessment practices of public secondary school teachers in Panabo City Division. A descriptive-correlational research design was used, involving 119 public secondary school teacher-respondents selected from a target sample of 121 drawn from a population of 173 through Yamane’s Formula and simple random sampling. Data were gathered through adapted and modified survey questionnaires and analyzed using weighted mean, standard deviation, Shapiro-Wilk Test, Pearson Product-Moment Correlation, and linear regression analysis at the 0.05 level of significance. Findings revealed that teachers’ competence was moderately extensive, with ethical competence as the strongest area and core competency as the weakest area. Curriculum assessment practices were also moderately extensive, with content and planning as the strongest areas, while resources/instruments was the weakest area. Shapiro-Wilk results showed that the data did not significantly deviate from normality, which supported the use of parametric tests. Results showed a direct, positive, moderate, and significant relationship between teachers’ competence and curriculum assessment practices. Regression analysis further revealed that teachers’ competence significantly influenced curriculum assessment practices, with professional competency as the only significant predictor. The findings suggest that strengthening teachers’ professional competency, assessment literacy, instructional planning, and access to curriculum resources may improve curriculum assessment implementation in schools.