This study examined the pedagogical content competency of Technology and Livelihood Education (TLE) teachers in Bula District, Division of Camarines Sur, and determined its relationship with selected demographic variables. Using a descriptivecorrelational research design, data were collected from 45 TLE teachers and analyzed through weighted mean and Pearson’s correlation. Findings revealed that most respondents are mid-career teachers with 7–10 years of experience, predominantly holding bachelor’s degrees and representing diverse TLE specializations. Although the majority have attended relevant training, advanced academic qualifications remain limited. Overall, teachers demonstrated a moderate level of content and pedagogical competency. Strengths were noted in teaching delivery, classroom management, and integration of work values, while weaknesses were evident in contextualization, integration of technology, and reflective practice. The study further identified several challenges affecting competency, including limited exposure to updated industry practices, insufficient instructional resources, difficulty in applying learner-centered strategies, and weak institutional support. Correlational analysis showed that educational attainment and relevant training significantly influence teachers’ competencies, while specialization has no significant effect. Teaching experience showed limited influence on selected competency areas. The null hypothesis was therefore rejected. Based on these findings, a strategic intervention program was developed to address identified gaps. The program emphasizes industry alignment, technology integration, improved instructional planning, and learner-centered teaching approaches. It also highlights the importance of continuous professional development. In conclusion, strengthening teacher competency requires sustained training, advanced education, and institutional support to ensure effective, relevant, and skills-based TLE instruction.