This study assessed the TPACK, scientific literacy, and teaching competence of science teachers in Santo Tomas East and Talaingod Districts. It examined TPK, TCK, and PCK levels and explored the correlation and predictive relationship between TPACK, scientific literacy, and teaching competence. Employing a descriptive-correlational research design, the study utilized validated survey instruments to collect data from science teachers. Statistical analyses included descriptive statistics, Pearson correlation, and regression analysis to determine the relationships and predictive power of TPACK and scientific literacy on teaching competence. The findings revealed that teachers exhibited very high levels of TPACK and scientific literacy, indicating strong technological integration skills and a deep understanding of scientific concepts. Science teachers also demonstrated high teaching competence, as measured by their Individual Performance Commitment and Review Form (IPCRF) ratings. Despite these high competency levels, correlation analysis revealed no significant relationship between TPACK and teaching competence (r = 0.076, p = 0.571) or between scientific literacy and teaching competence (r = 0.161, p = 0.227). Furthermore, regression analysis indicated that neither TPACK (p = 0.800) nor scientific literacy (p = 0.277) significantly predicted teaching competence, with both variables accounting for only 2.7% of the variance in teaching competence. These results suggest that while technological pedagogical content knowledge and scientific literacy skills are essential, they may not directly influence teaching competence in the measured scope. Given these findings, the study recommends continuous professional development programs focusing on advanced technology integration and scientific literacy enhancement to further support science teachers. Future research is encouraged to explore additional factors influencing teaching competence, such as pedagogical adaptability, assessment strategies, and socio-cultural awareness, to provide a more holistic understanding of effective science education.