For educational institutions to maintain reasonable standards of instruction and learning, effective monitoring by school heads is crucial (Ngole & Mkulu, 2021).  Vezy (2023) asserts that adequate supervision fosters a culture of continuous improvement by providing teachers with direction, support, and opportunities for professional growth. Better student outcomes and overall school effectiveness follow from this, which also has a good influence on teachers work performance. Thus, this study focuses on investigating the relationship between supervisory strategies employed by school heads and teachers work performance. A quantitative descriptive-correlational approach was employed in the study, and a purposive sampling technique was used to select the respondents, who were 74 teachers from nine public elementary schools. Based on the data gathered from the studys respondents, the results indicate a strong positive relationship between teachers work performance and the supervision methods used by school administrators, particularly in the task, adaptive, and contextual domains. Teachers capacity to perform, adjust, and contribute beyond their designated responsibilities is significantly enhanced by regular, encouraging supervision, as well as the practical application of supervisory program policies, which include oversight, conflict resolution, time management, communication, and technical expertise. Overall, the study demonstrates that adequate instructional supervision significantly enhances teacher effectiveness and fosters a cooperative, welcoming school climate.