This study explores the multiple dimensions of pedagogical competence among Technology and Livelihood Education (TLE) and Technical-Vocational Livelihood (TVL) teachers in the context of the post-pandemic educational environment. The COVID-19 pandemic posed unprecedented challenges to the delivery of education worldwide, particularly in subjects like TLE and TVL that require hands-on, skills-based instruction. This research employed a qualitative method grounded in Appreciative Inquiry (AI) to investigate how these teachers adapted, innovated, and enhanced their pedagogical strategies in response to the evolving demands of the educational landscape. In-depth interviews were conducted with five junior high school TLE teachers and five senior high school TVL teachers from selected public schools in Davao del Sur, Philippines. The study identified several key themes influencing pedagogical competence: integration of technology and digital tools, adaptability and resilience, professional development, alignment of curriculum with real-world needs, access to resources and collaborative support systems, and the adoption of student-centered instructional approaches. These findings were used to construct a conceptual framework that characterizes pedagogical competence among TLE and TVL teachers in the post-pandemic era. The study contributes to broader discussions on educational resilience, innovation, and teacher effectiveness, and underscores the importance of continuous professional learning and systemic support in shaping responsive and relevant teaching practices in the wake of global crises.