Language teaching requires the integration of content knowledge, pedagogical competence, and teacher well-being, yet these are often examined separately, limiting understanding of their interaction. This study determined their levels, examined differences and relationships among language teachers, identified challenges, and proposed an integrated professional development framework. A descriptive–correlational design with triangulation involved 60 public-school teachers in Buguey District, Cagayan. Data came from questionnaires, interviews, and document analysis and were analyzed through descriptive statistics, t-test, ANOVA, Pearson correlation, and thematic analysis. Findings revealed high to very high levels across variables, with variations in assessment, ICT integration, and work-life balance, and significant relationships among the three. The study concluded that effective language teaching depends on the combined influence of knowledge, competence, and well-being. Despite positive results, challenges such as workload and limited institutional support persist. These findings informed the development of Project I-LEAD to enhance teaching effectiveness and teacher well-being.
JAIME V. DE LA ROSA III (Mon,) studied this question.