ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study determines the significant relationship between the instructional supervision practices of school heads in terms of resource provider, instructional specialist, curriculum specialist, learning facilitator and school leader, performance level of teachers’ implementation of reading comprehension strategies based on plans instruction, knowledge of the subject matter and students’ engagement. The study employed a descriptive-correlational research design utilizing an adapted and modified survey from the study of Alkrdem & Mofareh (2015) and Godes & Dioso (2024) “School Head’s Instructional Supervisory Practices and the Performance of Teachers: A Correlational Study”. The questionnaire assessed the school heads’ instructional supervisory practices that were implemented in conducting classroom observation to teachers in terms of resource provider, instructional specialist, curriculum specialist, learning facilitator, and school leader. Similarly, another survey was adopted to evaluate teacher’s implementation of reading comprehension strategies which is based on plans instruction, knowledge of the subject matter and the student’s engagement. There are five (5) school heads and fifty (50) selected teachers from Ormoc District 9, Ormoc City Division were involved in the study. The findings of the study revealed a high level of instructional supervisory practices among school heads and an outstanding level of implementation of reading comprehension strategies among teachers. Moreover, the results showed a strong and statistically significant relationship between the two variables. This implies that effective instructional supervision—characterized by school heads serving as resource providers, instructional specialists, curriculum leaders, learning facilitators, and school leaders—plays a crucial role in enhancing the quality of reading instruction in the classroom. These results underscore the vital influence of instructional leadership on teaching practices. Keywords — Instructional Supervision Practices, School Heads, Teachers’ Implementation of Reading Comprehension Strategies