This study examined the relationship between instructional supervision, teachers’ motivation, and teaching performance in public elementary schools. A descriptive-correlational research design was utilized, involving 250 elementary school teachers from Sariaya West District, Division of Quezon, as respondents. Data was collected using a researcher-made questionnaire distributed through Google Forms for convenient data gathering.  Findings revealed that instructional supervision practices were effectively implemented, and teachers demonstrated high levels of motivation and performance. The results showed strong, positive, and statistically significant relationships among instructional supervision, teachers’ motivation, and teaching performance, indicating that effective supervisory practices are closely associated with increased motivation and improved teaching competencies. Furthermore, teachers’ motivation was significantly related to performance across all measured domains, suggesting that higher levels of motivation contribute to better teaching performance.

The study recommends implementing structured mentoring and professional development, supporting teachers’ continuing education and career progression, and fostering a supportive environment that enhances motivation. It also emphasizes strengthening instructional supervision through regular observations, constructive feedback, and improved training for school heads, while aligning supervisory practices with motivational strategies.