This study employed a descriptive correlational research design to examine the relationship between structured professional support systems and pedagogical competence of instructional supervisors. The respondents consisted of 83 Master Teachers from Lopez East (26) and Lopez West (57) Districts, selected through total enumeration. The study focused on structured technical assistance and learning and development (L&D) as components of professional support, with professional reflective practice examined as a mediating variable. Findings revealed that structured technical assistance was highly experienced, while L&D initiatives were highly effective in supporting professional growth. Instructional supervisors demonstrated distinguished pedagogical competence and highly proficient reflective practices. Results further indicated significant positive relationships between professional support systems and pedagogical competence. Professional reflective practice partially mediated the relationships between technical assistance, L&D, and pedagogical competence. Based on the findings, inputs for an enhanced learning and development plan were generated, emphasizing strengthened technical assistance, aligned L&D systems, and institutionalized reflective practice to further improve instructional supervision and teaching quality.