This study served as basis for developing more consistent supervisory frameworks that remain effective despite leadership transitions, ensuring teachers to maintain high performance levels even in the face of administrative changes. Thus, this study examined to investigate the relationship of school heads supervisory practices, teacher self-efficacy using these insights to assess how they influence teacher performance providing valuable data for the improvement of leadership practices. The study utilized descriptive-correlational with the adapted and modified survey questionnaire as a primary instrument in gathering the data needed. The five schools with 150 randomly selected teachers participated in the Division of Sto. Tomas City on S.Y. 2024-2025. Accountability is identified as significantly related to teachers instructional planning, classroom environment and instructional delivery. Trust also had a significant relationship with instructional delivery. Teachers tend to perform better if they are properly informed that they are evaluated fairly based on the clear set of standards. Vicarious experience was found to be significantly related to classroom environment as proper role-modeling among teachers may give support on managing classroom routines, atmosphere and student interactivity. While emotional and physiological states influence teachers performance as teaches are more focused and flexible when teachers manage stress and emotions well. The study suggests that school heads should set clear goals for supervision, provide training and support for teachers using technology, and provide professional development and assistance to instructional supervisors to improve their supervisory abilities and perform their duties.