The study determined how the school heads instructional supervision affects teachers commitment. This study will use the descriptive – quantitative research method being the most commonly used method in educational research. The respondents were 24 school heads, 44 master teachers and 279 teachers from elementary schools that were randomly selected in each district within the Division of Laguna. Data gathered were treated with frequency, standard deviation and spearman rho correlation. The school heads were generally perceived highly manifested in giving instructional supervisions in terms of pedagogical improvement, content enhancement, teachers collegiality and development. It is properly carried out in their schools based on the perspectives of teachers.  The results also revealed that the teachers have high manifestations in their commitment to teaching profession, career continuance and community building. This means that teachers possess a high commitment to their profession by keeping abreast of their professional knowledge, seeking to establish a professional learning community and advanced studies, and participating in action research activities. Findings showed that there is no significant correlation between the level of school heads instructional supervision and teachers commitment. It implies that school heads instructional supervision had no significant influence on teachers commitment, since commitment is coming from the inner part of ones personality.                 School heads may conduct school learning action cell (SLAC) focusing on finding factors which motivate teachers in increasing their level of commitment.