This study aimed to determine the relationship of clinical observation approach in promoting instructional competence among public school teachers in Calauan District. This study utilized the descriptive-correlation research. The respondents are composed of the one hundred twenty eight (128) public school teachers in Calauan District for the school year 2022-2023 and the total enumeration was employed in selecting the respondents of the study. The study found that teachers were highly competent in instructional delivery in terms of content knowledge and pedagogy. Similarly, they were highly competent in formative assessment in terms of differentiation and creativity. Finally, teachers found highly competent in using positive discipline and structuring.  The use of clinical observation approach in the schools was found to be significantly and positively related with the teachers competence in instructional delivery, formative assessment, and classroom management. Results implied that when school heads employ clinical approach in observing classes, they also promote their teachers competence.    Based on the above findings the following recommendations are set forth: Teachers can incorporate the studys insights into their professional development programs. They can engage in workshops or training sessions that focus on clinical observation techniques, helping them develop a more objective and comprehensive understanding of their teaching practices. The studys findings can also facilitate collaborative discussions among teachers. Educators can share and discuss the observations and recommendations outlined in the study, exchanging ideas and strategies for effective teaching practices. This collaboration can lead to a more supportive and professional learning community.                   Principals are encouraged to develop a more objective and evidence-based approach to assessing teaching effectiveness. By using a clinical approach, principals can focus on observable evidence rather than relying solely on subjective judgments. By adopting a clinical approach to class observations, principals can foster a culture of trust and collaboration among teachers. The studys findings can guide principals on how to create a non-threatening environment where teachers feel comfortable sharing their challenges and seeking assistance. Education supervisors may provide more targeted and constructive feedback to teachers. The studys findings offer specific recommendations on how supervisors can deliver feedback effectively, facilitate reflective discussions, and support teachers in their professional growth. They may utilize this information to design targeted training programs or workshops that address specific instructional practices or areas of concern identified in the study. This can contribute continuous improvement and on-going professional growth among teachers.   Curriculum chief may refine observation protocols, teacher evaluation systems and professional development programs, ultimately improving the quality of education. Future researchers may build upon the theoretical advancements and explore related areas of inquiry to deepen the understanding of classroom observation practices and their impact on teaching and learning.  

education management