A crucial component of efficient school leadership is instructional supervision, which has a purposeful focus and demonstrated influence on enhancing the caliber of teaching and learning. As one of the instructional supervisors at the school, master teachers strive to be competent and fulfill their responsibility of overseeing instruction to assist in the advancement of teaching and learning. The purpose of this study was to find out how the instructional supervisory approaches of master teachers affect the teachers work motivation and performance in the workplace and how the extent of supervision affects their relationship. A descriptive survey research design was utilized with the survey questionnaire as the main instrument, which is distributed among 406 secondary public-school teachers in the Schools Division of San Pablo City. Frequency, percent, mean, standard deviation, Pearson Product-Moment Correlation Coefficient, moderation analysis, and stepwise multiple regression analysis and moderation analysis using Process Macro were employed to analyze the gathered statistical data. The findings reveal that there is a moderately positive significant relationship between the instructional supervisory approaches of master teachers and teachers work motivation, and a moderately positive significant relationship between instructional supervisory approaches and teachers performance. It was also found that peer supervision and developmental supervision are predictors of teachers motivation, while overall instructional supervisory approaches are predictors of teachers performance. The study also disclosed that the extent of supervision of the master teachers as instructional supervisors implementing the instructional supervisory approaches has an influence on teachers performance. However, it does not moderate the relationship between instructional supervision and teachers work motivation.