This descriptive-correlational study examined food technology educators’ self-efficacy and Technological Pedagogical Content Knowledge (TPACK) and their relationship to technology integration in instruction. The participants were Junior and Senior High School teachers handling cookery-related subjects in Soccoro, Division of Siargao, Siargao del Norte. Data were collected through a validated questionnaire, with permission secured prior to administration, and analyzed using weighted mean and Pearson correlation. Findings revealed that educators generally possessed high levels of self-efficacy and TPACK, particularly in pedagogical knowledge and applied content integration. However, relative challenges were observed using specialized technologies, such as simulation tools and domain-specific software. Correlation analysis further indicated a significant positive relationship between teachers’ self-efficacy and their ability to integrate technology, suggesting that greater confidence promotes stronger adoption of digital tools in instruction. The study highlights the need for targeted professional development to strengthen educators’ capacity for technology integration, particularly in resource-constrained island settings.