This study examined teachers’ competence as a predictor of pupils’ academic performance in the far-flung schools of Murcia District II, Division of Negros Occidental. The research was conducted in five elementary schools - Antwan, Amayco, Gervacio Makilan, Balasyang, and Don Arturo - with 48 intermediate teachers as respondents and 1,704 Grade IV–VI pupils whose general weighted averages served as the basis for academic performance. Using a descriptive research design, teachers’ competence was measured through a modified questionnaire based on the National Competency-Based Teacher Standards (NCBTS). At the same time, pupils’ performance data were obtained from DepEd School Form 5. Statistical analyses included frequency and percentage, mean, z-test, and linear regression in SPSS. Findings revealed that most teachers were young, female, held bachelor’s degrees, and had shorter teaching experience. Teachers’ competence across four areas - social regard for learning, diversity of learners, teaching styles, and test construction - was rated to a “very great extent.” Pupils’ academic performance, however, was only at a “satisfactory” level, largely attributed to inadequate learning facilities, poor learning environments, irregular attendance, and child labor in sugar plantation areas. Z-test results showed a significant difference in teachers’ competence when grouped by age, but no significant differences by sex, educational attainment, or length of service. Regression analysis confirmed that teachers’ competence significantly predicted pupils’ academic performance. The study concluded that higher teacher competence leads to better pupil performance. It recommended need-based teacher training, enhanced professional development opportunities, technology integration, learner support programs, community and stakeholder involvement, and further research in other districts to strengthen educational outcomes in far-flung areas.