In today's educational landscape, integrating technology into teaching is essential. Despite the growing demand for digital tools to enhance student learning, educators encounter challenges related to resources access, training, and varying levels of technology proficiency. This study investigates how digital competence and digital literacy impact the teaching proficiency of full-time teaching personnel at Kapalong College of Agriculture, Sciences and Technology (KCAST). Utilizing a descriptive-correlational and regression analysis quantitative research design, data were collected from 85 full-time teachers through a survey questionnaire. Based on the results of the study, it was determined that the level of Digital Competence and Digital Literacy is very high. There is also significant relationship between the digital competence and teaching proficiency; and digital literacy and teaching proficiency. The results confirmed that the digital competence and digital literacy influence the teaching proficiency among full-time teaching personnel at KCAST. The study concludes that the respondents are very high in level of digital competence and digital literacy. This means that the respondents manifested both digital competence and digital literacy in enhancing teaching proficiency. It is recommended to provide ongoing training to strengthen and enhance teachers' digital skills, ensure access to modern technology, and encourage collaboration and regular assessments to maintain effective technology integration in teaching.