Instructional supervision of the school heads in San Jose, Occidental Mindoro

This study aimed to determine the instructional supervision practices of school heads in San Jose, Occidental Mindoro, focusing on their profiles, leadership qualities, adherence to supervisory principles, important functions of supervision, and the problems encountered in their roles.Using a descriptive-correlational research design, the study surveyed all 70 elementary school heads in the district.The research highlights the school heads' significant educational attainment, proficiency in leadership skills, and firm adherence to instructional supervision principles, all of which contribute to their effectiveness in fostering teacher development and improving teaching quality.The findings reveal that most school heads are in mid-career stages, with 6 to 10 years of experience, and face challenges such as limited resources and a demanding school calendar.While district-level training is most accessible, regional and national professional development programs are hindered by logistical issues.Despite these challenges, school heads excel in collaborative supervision, emphasizing teacher welfare, constructive feedback, and community engagement.The study concludes that ongoing professional development, coupled with tailored training programs, is essential for enhancing the instructional supervision capabilities of school heads, ultimately improving educational outcomes.Thus, an action plan was presented and serves as a road map to enhance instructional supervision and ensure quality educational leadership for improved student outcomes.