This study described the technology integration and blended learning in distance education of teachers in public secondary schools. This employed universal sampling using non-experimental quantitative research design utilizing descriptive correlational method, the respondents of the study were 165 teachers in public secondary schools at Lupon West District, Division of Davao Oriental. The statistical tool were mean, Pearson Product Moment Coefficient Correlation (Pearson r) and multiple regression. The technology integration of teachers in public secondary schools in terms of teaching capacity, online interaction, and technological growth was manifested all the time. The blended learning of teachers in public secondary schools in terms of proficiency, professional socialization, independence, and problem-solving skills was manifested all the time. The distance education of teachers in public secondary schools in terms of instructional methods, addressing student issues, and course management systems was manifested all the time. Moreover, the domains of technology integration do not significantly influence distance education. Meanwhile, the domains of blended learning are significantly influence to distance education of teachers in public secondary schools. Blended learning and distant education for teachers in public secondary schools must improve principally the study's lowest areas in order to promote success in the teaching and learning process.