Abstract                Teachers competence that has become a serious problem nationally in the Philippines, another issue also is found in students achievements. The lack of teachers competences has inevitably contributed to the low achievement of students. Filipino students compare to other countries are still behind in terms of performance and achievement.                This study aimed to determine the extent of instructional supervision practices of master teachers and instructional competence of teachers. Findings served as basis for professional development program implication. This study utilized the descriptive- correlation method. Thirty teachers (30) were chosen to participate in the research process. Weighted mean, t-test and Pearson r moment correlation were used to analyse the data.  Findings revealed that the instructional supervision practices of master teachers was rated Always.  Assessment of learning outcomes obtained the highest mean and describe as always. The teaching competence of teachers along with diversity of learners, teaching behaviour in actual teaching, learners behaviour in the classroom and teachers ability was describe Always. The computed t-value in diversity of learners has significant difference on the instructional competence of teachers along with diversity of learners and teacher behaviour in actual teaching is existed. There is significant difference on the instructional competence of teachers relative to learners behaviour in the classroom and teacher ability across ages. There is no significant relationship between the instructional supervision practices of master teachers and the teaching competence of teachers.