This study aims to determine the relationship between Instructional Leadership and School Based Management and its relation to school performance in Pila Sub-office. This study aimed to assess the supervisory skills of public elementary school heads in Pila Sub Office, Division of Laguna, Specifically, the study find out the answer to the following questions such as, level of instructional of the school heads as assessed by the teachers, and the level of school-based management, significant relationship between  instructional leadership style of the public school heads to the school based management and the relationship between instructional leadership of school heads to the school performance. This study used descriptive correlational design by trying to assess supervisory skills of school heads to the school-based management. The focus of the study were the five (5) public elementary school heads and one hundred (100) teachers. Teachers agreed that the level of instructional leadership of the school heads are high in terms of transactional leadership, transformational leadership, participative leadership and democratic leadership. The level of school-based management is very high with regards to leadership and governance, decision making process, teacher and staff involvement, parent and community involvement, and communication and transparency. The correlation indicates a very weak negative to weak positive relationship between schools heads instructional leadership and school based management .Also there weak positive relationship between school heads instructional leadership, democratic leadership, and school-based management in terms of enrolment rates and very weak negative relationship between school heads instructional leadership in democratic contexts and cohort survival rates in SBM environments highlights the complexity of school improvement strategies. It is concluded that school heads instructional leadership style and school-based management have a low to high positive connection. It also indicates that school-based management in these areas rises with school head increased instructional leadership. Therefore, the hypothesis is rejected. After the experiment, the researchers recommend some adjustments to gain further knowledge. School principals must gain experience and participate in meetings, seminars, and workshops that are related to their instructional leadership.