Abstract
This study explores the best practices of school heads in instructional supervision with public elementary teachers. Instructional supervision can enhance teaching performance and improve students' learning results; however, it is very challenging due to the constraints in terms of time and resistance among the teachers. Using the findings, this research indicates the role of cooperation, trust, and constant feedback in instructional supervision. It also examines the school head's difficulties in poor training, over administrative burdens, and scarcity of resources. It applied a quantitative research design in surveying 30 school heads from the East and West Districts of Milagros, Masbate. The results are that school heads vary in terms of age, sex, and position, thus the experienced and young leaders both contribute to instructional supervision. Best practices observed include recognition, continuous monitoring, open communication, and mentorship, all positively impacting teachers' performance. To improve supervisory instructional methods, the administrative workload needs to be tackled, resources need to be effectively distributed, and the professional development of school heads be given priority. The education board should enhance the training for supervising school heads and give an encouraging, supportive, and collaborative environment for the sake of teaching excellence.
