Abstract             This study examined the impact of supervisory multicultural competency, practices, and support on the counseling self-efficacy and performance of highly proficient teachers. Research indicated that supervisors shown significant cultural competence—showing awareness, sensitivity, and advocacy—intimately connected to inclusive behaviours, supporting networks, and efficient feedback mechanisms. Supervisee indicated a strong sense of counselling self-efficacy, especially in cultural competency, ethical decision-making, and crisis management, which was positively connected with their effectiveness in multicultural environments. The research established substantial positive correlations between supervisory multicultural competence and both counselling self-efficacy and teaching performance. Similarly, supervisory techniques profoundly influenced supervisee outcomes, underscoring the significance of inclusive leadership. The study advocates for ongoing professional development, culturally attuned supervisory leadership, and mentoring initiatives to augment intercultural practices and self-efficacy. The study underscores the crucial role of supervisors in cultivating culturally inclusive educational settings that promote supervisee-teacher development and student achievement.                     Keywords: Supervisory Multicultural Competence, Inclusive Practices, Counseling Self-Efficacy, Teacher Performance, Culturally Responsive Leadership, Professional Development.