ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Instructional supervision is a constant process that aims at improving teaching and learning by providing needed services to teachers. Teachers and learners being the center of instructional supervision highlights the conduct of monitoring among instructional supervisors. Hence, this study was formulated to evaluate the effectiveness of instructional supervision conducted regularly aiming at improving the classroom instructions and management of teachers. A quasi-experimental research design utilizing pre-test and post-test assessments was employed. Research participants included one school principal and seven teachers, selected through complete enumeration. The study utilized the Guide for Instructions Yielding Archetypal (GIYA) teachers’ tool, aligned with Regional Memorandum No. 133, s. 2023, focusing on instructional supervision across four key areas: preparation for teaching and learning, learning resources, learning delivery, and learning assessment. Based on the result of the monitoring, it was revealed that there is a significant difference in the performances of teachers in classroom instruction and management before and after the instructional supervision conducted by the school head. The results collectively underscore the positive impact of instructional supervision in bolstering teachers’ capabilities and fostering overall educational quality. Keywords — Regular Instructional Supervision, Performance, Teachers, Classroom Instructions, Management