ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
This study determines the significant relationship between the extent of instructional strategies employed by school heads and the level of instructional practices exhibited by teachers, specifically in the domains of instructional planning, delivery, and assessment practices. Utilizing survey questionnaire used by Bibon (2022) the Teachers’ Instructional Practices and Learners’ Academic Achievement in Science, which were accomplished by the thirty (30) teachers and 2 school heads from Kagbana ELementary School and Burauen South Central School of Burauen South District Leyte Division. The data revealed to have significant relationship between the variables. This indicates that when school heads implement strong and well-defined instructional strategies, teachers are more likely to engage in high-quality planning, effective delivery of content, and robust assessment practices. The result of the study emphasizes the necessity for educational stakeholders to focus on enhancing leadership practices to ensure that teachers are supported in their efforts to improve instructional quality, which is essential for achieving better student performance and educational success. Keywords — Instructional Supervision Strategies, School Heads, Instructional Practices, Teachers