This study explored how the Performance Monitoring and Evaluation System (PMES) operates in Diffun I District and how it relates to teachers’ sense of competence, based on the Philippine Professional Standards for Teachers (PPST). The researcher utilized a descriptive-correlational approach, surveying both classroom and master teachers from elementary and secondary schools. The results indicated that compliance with PMES was generally high, with a Grand Median score of 3.00. However, many teachers felt that the documentation requirements were demanding and consumed too much time. Despite these challenges, teachers rated their teaching competency within PPST domains very high, achieving a Grand Median of 4.00. This suggests that professional skills do not rely solely on meeting documentation requirements. There were notable differences in workload based on teachers’ positions and the level they taught, with classroom and high school teachers experiencing more difficulties. An important finding was the strong positive link between teaching competency and the perceived instructional influence of PMES, with digital fluency being a significant contributing factor (r = 0.658). In summary, while PMES effectively serves its regulatory function, its potential for professional development is limited by the clerical workload and obstacles related to digital skills.