This study examined how supervisory models influence teachers’ instructional competence, with emphasis to the mediating roles of trust in collaboration and working alliance. Using a quantitative, descriptive-correlational research design, data were collected through validated survey instruments from 180 elementary teachers in Candelaria West District, Division of Quezon. Surveys were collected through face-to-face interactions and Google forms. Data were analyzed using descriptive statistics, Pearson correlation, regression, mediation, and moderation analyses.

Teachers perceived that trust in collaboration and a positive working alliance with school heads made them feel more confident in their curriculum planning, instructional practices, classroom management, and assessment. Results showed a significant positive relationship among supervisory models, trust in collaboration, working alliance, and instructional competence, resulting improved teaching performance among teacher respondents.

Regression analysis shows that supervisory models significantly predicted instructional competence. Trust in collaboration significantly mediated the relationship between supervisory models and instructional competence which indicates that though supervision does not directly enhance teachers’ competence; it increases when teachers perceive a sense of trust, openness, and shared responsibility.

In addition, working alliance played as mediating factor in strengthening teachers’ instructional competence. It also shows that school supervision has a direct impact on teachers’ instructional competence. When teachers and school heads maintained clear goals, mutual respect, and shared accountability, teachers’ instructional competence may enhance.

Teachers and school heads in Candelaria West District recognized that effective supervision that when supervision is grounded in trust and strong professional relationships, teachers become more open to feedback, more reflective in practice, and more motivated to improve in their teaching performance.