Abstract. Supervisory programs and instructional practices involve leveraging the instructional leadership of school heads to enhance the effectiveness of supervisory programs, fostering a culture of continuous improvement and instructional excellence in schools. However, due to time constraints of performing the tasks and insufficient focus on how school heads can leverage their instructional leadership to enhance supervisory programs, these become a challenge in their administrative roles. Understanding and addressing these challenges is crucial for improving the overall quality of education. The study's main goal is to examine instructional and supervisory practices and their effectiveness in guiding, supporting, and evaluating teachers. The study employed a quantitative research design. The primary tool for data collection is a survey questionnaire adopted from Sumapal and Haramain (2023) on the extent of instructional supervision as to teachers’ guidance, teacher support, and teachers’ performance assessment. The study involved 154 respondents and was equally distributed to 21 public elementary schools in Lianga District, Lianga Surigao del Sur. The data gathered were subjected to statistical analyses, including frequency count, percentage mean, and Pearson correlation. The data revealed that the extent of instructional supervision has an overall mean of 3.59 and a standard deviation of 0.057, which is highly evident. Furthermore, most school heads performed well in providing feedback, conducting classroom observations, and fostering professional development. However, some areas need improvement, such as mentorship programs, informal classroom visits, and data utilization. Based on the study's findings, an enhanced supervisory program is proposed. Implementing this program can strengthen instructional supervision and improve teaching quality in the district.

Keywords: Instructional supervision; Mentorship development; Professional development; Supervisory practices; Teacher evaluation.