This study focused on the effectiveness of evidence-based supervision on the teachers instructional performance through the process of pre- and post-observation conferences during the school year 2023-2024 in the District of Sto. Angel, Division of San Pablo City. The mixed-method sequential explanatory design was employed, utilizing mean, standard deviation, and percentage, with one hundred fourteen public elementary teachers and the Creswell method with five classroom observers and five teachers. The result reveals that there is a positive significant relationship between the components of evidence-based supervision and the instructional performance of teachers. Furthermore, the responses reflected that the reaction of the teachers during pre- and post- observation conference where they embrace feedback, showed gratitude towards their observer and viewed it as an opportunity for professional growth and stated that their hard work were paid off. The feelings of both observers and teachers were happy because of the positive reception, and satisfaction with feedback. Also, they are both grateful because of the impact and effectiveness of feedback. Moreover, it revealed that teachers perceived it as a tool for their professional growth and development. The researcher would like to recommend utilizing evidence-based supervision to maintain the high level of proficiency of teachers in their classroom instructional performance. Moreover, it is suggested to maintain and reinforce the pre- and post-observation conference as integral components of professional development.

Performance

Teachers.