This study aimed to examine the relationship between teachers competence as a mediator between instructional supervision and schools success in Dapdapan District.The study employed the descriptive correlational design, including 126 teachers in Dapdapan District , Division of San Pablo City teachers during the School Year 2024-2025. In addition, a four-part questionnaire was utilized to determine and interpret the respondents profile, instructional supervision-related activities, and teachers competence. The results revealed that the hypothesis stating that there is no significant relationship between instructional supervision and teachers competence was not supported by the findings of the study when the test of correlation was made and, therefore, not sustained. However, the studys hypothesis that there is no significant relationship between respondents teachers competencies and the schools success was supported by the study findings when the correlation test was,  made, and therefore, not sustained. Furthermore, the hypothesis stating that there is no significant relationship between instructional supervision and the schools success was not supported by the findings of the study when test of the relationship was made and, therefore, not sustained. Moreover, with the hypothesis stating teachers competence does not significantly mediate in pertaining the relationships between instructional supervision and schools success was supported by the findings of the study.