This study examines the Technological Pedagogical Content Knowledge (TPACK) proficiency of Rodriguez National High School (RNHS) teachers, focusing on how demographic characteristics like age, years of service, and educational background affect teachers capacity to incorporate technology into pedagogy and content. The study employed a descriptive-correlational research methodology, surveying educators from various subject areas and utilizing standardized tools to assess their TPACK proficiency. The findings show that overall TPACK levels range from moderate to high, with notable variations associated with educational background but not age or years of service. The need for focused training programs for those without a degree in education was highlighted by the higher TPACK competency of teachers with degrees linked to education. To improve TPACK competency and facilitate successful technology integration in the classroom, recommendations include mentorship programs, access to technology resources, and frequent professional development.