This study aimed to determine and describe the framework strategies employed by teachers and assess the listening proficiency of students in public secondary schools, specifically in Cluster 2, Talomo District, Division of Davao City. A non-experimental quantitative research design using a correlational method was utilized. The respondents comprised 140 teachers in public elementary schools, selected through universal sampling. Data analysis included mean, Pearson r, and regression analysis. The findings revealed that teachers frequently manifest the framework strategies in public secondary schools, and the listening proficiency of students is also often demonstrated by teachers. Significantly, a relationship was found between teachers framework strategies and students listening proficiency in public secondary schools. The study further indicated that the domains of framework strategies significantly influenced the listening proficiency of students in public secondary schools. Based on these findings, it is recommended that public school teachers attend language conferences and DepEd training programs for professional development. This approach can enhance language teachers proficiency, promoting effective education through improved framework strategies and listening proficiency in public secondary schools. Simultaneously, it ensures that learners engage in healthier academic practices.