This study aimed to investigate the relationship between School Heads Instructional Supervision and teacher efficacy and performance in the Division of Laguna. Specific objectives included assessing the levels of instructional supervision in terms of monitoring, coaching, pedagogical improvement, content enhancement, and teachers collegiality the dependent variables which includes teachers efficacy namely: classroom management, instructional strategies, students engagement, adaptability, flexibility and teachers performance which include Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Personal Growth and Professional Development. It also determines the significant relationships between instructional supervision to teachers efficacy and instructional supervision to teachers performance. The descriptive survey method was employed, utilizing questionnaires as the primary tool for data collection. The study involved 273 teachers from all Cluster II public secondary schools in the Division of Laguna. The study revealed very high perceptions of School Heads Instructional Supervision across dimensions such as monitoring, coaching, pedagogical improvement, content enhancement, and teacher collegiality. Additionally, teachers reported very high levels of efficacy in areas including classroom management, instructional strategies, student engagement, adaptability, and flexibility. Moreover, teacher performance across various domains, including content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, and personal growth and professional development, was found to be very high. Statistical analysis indicated significant relationships between School Heads Instructional Supervision and both teacher efficacy and performance, with moderate to strong correlation coefficients. The study concludes that there is a significant relationship between School Heads Instructional Supervision and teacher efficacy, as well as between instructional supervision and teacher performance. The null hypotheses regarding these relationships were rejected, affirming the presence of significant associations. Collaborative supervision with ongoing dialogue and joint problem-solving is recommended for school heads to adopt. This approach fosters a culture of trust and mutual respect, enabling teachers to feel supported in their professional growth. Regular feedback systems should be put in place, with actionable feedback given to help teachers grow in their areas of strength and address areas for improvement. The educational leaders were able to draw initiative and enthusiasm from the teachers to perform various tasks and nurture a climate of openness and trust to increase the organizations performance. (Mendoza & Lyrma, 2020)  It is crucial to monitor and evaluate the effectiveness of instructional supervision practices. Data on supervision activities, teacher perceptions, student outcomes, and school improvement should be collected to inform improvement efforts. Teachers have the authority to refine their teaching methods, adaptability, and engagement, benefiting their students learning experiences. This empowers educators to evolve their pedagogical approaches and remain responsive to their students diverse needs and preferences. The Department of Education can plan effective in-service training for teachers on instructional supervision and motivation. This study can also be used to analyze and improve school heads instructional supervision on teachers efficacy and performance using different variables and research designs.

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