Professional competency and digital competency are two essential attributes for teachers in today’s educational landscape. The present study was carried out to examine the professional and digital competence of secondary school teachers with a focus on examining the influence of gender on these competencies in the context of Jammu and Kashmir, India. The research also examines the relationship between professional and digital competencies among secondary school teachers. The population of the present study comprised secondary school teachers of the educational zone Ganderbal, where there are 29 secondary schools registered with the Directorate of School Education, Kashmir, out of which 14 are government and 15 are private secondary schools. Six secondary schools were selected through stratified random sampling technique, with 10 teachers from each school ensuring suitable representation of both male and female teachers. Data was collected using the Professional Competency Scale (PCS, 2009) developed and standardized by Savan (2009) and Teachers’ Digital Competence Scale (TDCS, 2017) developed and standardized by Ramakrishna. Percentage statistics, mean, S.D. T-test and correlation analysis were employed to analyse the results and test the hypotheses. Findings revealed that male secondary school teachers exhibit high professional and digital competencies. A significant difference between male and female teachers was found on various dimensions of professional and digital competencies. In addition, the study identifies a significant positive correlation between professional competence and digital competence among the teachers. The present investigation is vital for the teachers adapt to the changing educational           paradigms, ensuring they can effectively discharge their duties and prepare students for the demands of the modern workforce.