This study examined the extent of training accessibility and the level of competency development among food technology educators in Surigao del Sur, Philippines. Using a descriptive design, the research assessed the educators’ perceptions across four training accessibility indicators—availability of training programs, institutional support, geographic and financial constraints, and industry alignment—and three competency domains: pedagogical knowledge, technological integration (TPACK framework), and industry-relevant skills. Results revealed a moderate to high level of training accessibility, with institutional support and industry alignment receiving the highest mean scores. However, availability and frequency of specialized training programs received relatively neutral ratings, suggesting inconsistencies in professional development opportunities. On the other hand, competency development was rated high across all domains, with pedagogical knowledge scoring the highest. Educators demonstrated strong application of student-centered and experiential teaching strategies. Technological integration and industry-relevant competencies were also rated positively. However, findings indicated a need for increased participation in formal digital training and greater exposure to real-world food processing practices. These findings highlight institutions’ need to allocate resources towards digital infrastructure, ongoing capacity-building programs, and enhanced industry partnerships to sustain and elevate teaching quality. The study provides empirical evidence that can inform policy directions for professional development in the technical and vocational education sector, particularly in food technology.