The study determined the correlation between teachers’ competence in developing and utilizing supplementary materials in Edukasyon Pantahanan at Pangkabuhayan (EPP). Specifically, it tried to gauge the level of teachers’ competencies in developing supplementary materials in EPP as to curriculum alignment and teachers’ competence in using the supplementary materials. Also, it sought to determine the correlation between teacher’s competencies in developing and utilizing supplementary materials in E.P.P. The research method employed for investigating the correlation between teachers’ competencies in developing and utilizing supplementary materials in EPP involved descriptive research design. A purposive sampling technique was used in determining the 100 respondents, composed of 50 teachers from the Pila Sub-Office and 50 teachers from the Santa Cruz Sub-Office. Survey-questionnaire validated by the master teachers in the division of Laguna was used. The findings indicated a high level of competence among teachers in both developing and utilizing supplementary materials for Edukasyong Pantahanan at Pangkabuhayan (EPP). Teachers demonstrated in developing these materials, as well as utilizing them for instruction. Moreover, it was found that there was a significant relationship between the EPP teachers' competencies in developing and utilizing supplementary materials across several dimensions. Despite thorough analysis, it was determined that there is no notable correlation between of curriculum alignment, developing differentiation, developing digital competence, and adapting to students needs. The findings of the study reveal that even though the level of teacher’s competencies in developing and utilizing supplementary materials with respect to indicators like curriculum alignment, pedagogical knowledge, and use of assessment, all indicators like content knowledge/expertise, differentiation, digital competence, management of resources, and adaptation to student’s needs shows otherwise. Therefore, it is safe to assume that there is no significant correlation between E.P.P. teacher’s competencies in developing a utilizing supplementary materials, thus the null hypothesis is accepted. A proposed framework for developing and utilizing supplementary materials in EPP for an improved teaching process was crafted based on the results. Relatively, future researchers are highly encouraged to incorporate the suggested framework into their research endeavors, focusing on creating and integrating supplementary materials to enrich the instructional techniques employed by EPP educators. Through a comprehensive examination of its impact on the efficacy of teaching and learning methodologies, scholars can offer significant contributions to the realm of education. These contributions will foster a deeper understanding of how instructional practices can be explicitly optimized within the EPP domain, thus paving the way for continuous enhancements in this crucial area of pedagogy.