This dissertation investigates the competencies of Physical Education and Health (PE&H) teachers in Senior High Schools within the Division of Rizal, focusing on their effectiveness in implementing the Department of Education's Most Essential Learning Competencies (MELCs) for PE&H. Using a comparative-predictive correlational research design, the study evaluates teacher competencies across four key domains: Mastery of Subject Matter, Instructional Management, Technology Integration, and Assessment & Evaluation. Data were gathered from 45 PE&H teachers and 327 students across various schools, utilizing surveys, the Individual Performance Commitment and Review Form (IPCRF), and the Coaching Observation Tool (COT), as well as student assessments of their competencies. Findings indicate that while teachers generally rated themselves as "exemplary" in most competencies, students’ assessments showed significant discrepancies, often rating their teachers lower in these areas. The study also reveals that teachers performed exceptionally in instructional management and subject mastery, but technology integration and assessment practices showed room for improvement. A proposed professional development plan is recommended, focusing on enhancing teachers' technological skills and refining assessment strategies to bridge the competency gaps identified.

Keywords: Physical Education, health education, teacher competence, Senior High School, training plan