Instructional Supervision and Teachers’ Performance in Congressional District 1 of Bohol Division

Instructional supervision is essential for improving teaching quality and strengthening professional practice among teachers. Despite its importance, few empirical studies have explored the relationship between the extent of instructional supervision implementation and teachers’ performance in public elementary schools, particularly in the Bohol Division. This research examined the association between the implementation of instructional supervision and teachers' performance in public elementary schools in Congressional District I of the Bohol Division during the 2024–2025 school year. The study also described the profiles of instructional leaders, specifically Public Schools District Supervisors and School Heads, and assessed the extent of instructional supervision in two domains: technical implementation competence and behavioral competence. Teachers’ performance was measured using classroom observable indicators. Using a descriptive-correlational research design, data were collected from Public School District Supervisors, School Heads, and teachers via survey questionnaires and analyzed using appropriate statistical methods. The results revealed significant differences in the implementation of instructional supervision across respondents’ profiles. A significant positive relationship was also found between instructional supervision and teachers’ performance (ρ = 0.63–0.68, p < 0.01), suggesting that enhanced supervision practices contribute to improved teaching performance. These findings underscore the need to strengthen instructional supervision practices to enhance teaching effectiveness. In response to the results, an enhancement program was proposed to improve supervision strategies and promote higher teacher performance in public elementary schools.