ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study determines the significant relationship between the extent of instructional supervision practices of school head, learning strategies of teachers and academic performance of multigrade learners. This employed a descriptive-correlational research design utilizing a survey modified from the study of Baggay et al., (2021) to describes the instructional supervision practices of school head in terms of classroom observation, portfolio supervision, identifying the strengths and limitations of teachers in the classroom, and personal and professional growth and development and the level of learning strategies of teachers in a multigrade classroom. Moreover, the researcher gathered the final grade of the multigrade learners for quarter 4. The research results affirm the presence of a significant relationship between instructional supervision practices of school heads, teachers’ learning strategies in handling multigrade classes, and the academic performance of learners. The findings highlight that effective instructional supervision plays a vital role in enhancing teachers’ ability to apply appropriate and varied learning strategies suited to the multigrade setting, which, in turn, significantly contributes to improved learner performance. The consistently high ratings across the different dimensions of instructional supervision and teaching performance, along with the very strong and strong correlations found, emphasize the critical role of school leaders in providing consistent guidance, technical assistance, and professional development opportunities for teachers. These results underscore the importance of strengthening supervisory practices, promoting teacher collaboration, and enhancing instructional strategies tailored to multigrade classrooms to ensure quality learning experiences for all students. Keywords — Instructional Supervision Practices, School Head, Learning Strategies, Teachers, Academic Performance, Multigrade Learners