The advancement of digital technology has increased the risk of intellectual property (IP) theft due to the ease of accessing and replicating digital content. This study assesses the awareness, competence, and compliance with intellectual property rights (IPR) among secondary school teachers, focusing on patent, utility model, and copyright registration. A descriptive correlational research design surveyed 109 secondary school teachers from Northwestern Cagayan, selected through stratified random sampling. Data analysis involved frequency counts, percentages, means, ANOVA, and Pearson r. Results showed most respondents were aged 31-40, predominantly female, held the position of Teacher III, and earned 25,001-35,000 pesos monthly. Most had completed master’s coursework, had not conducted research, had less than 10 years of experience, and lacked patents. IPR awareness was low, with limited understanding of its purpose, processes, and penalties. Competency in patent, utility model, and industrial design registration was also low. Compliance with IPR in instructional materials was moderate, varying significantly by age, teaching position, and research experience. Significant differences in IPR awareness were noted based on age and research activity, and compliance varied by age, position, and research. There was a significant association between IPR compliance and process awareness. Targeted interventions are necessary to enhance IPR awareness and compliance among teachers, suggesting a need for prioritized IP education and training in educational institutions.