The study mainly examined the school heads' supervisory competence of school heads and teachers' performance. It determined the level of school heads' supervisory competence in terms of instructional supervision, professional and motivational competence; the managerial behavior in advocating competence of school heads; particularly in planning, implementing, monitoring, evaluating and supporting. As to the teachers' performance, it looked into their mastery of content, facilitation of learning, learning environment, diversity of learning, learning support, classroom management, and teaching strategies. Using a descriptive -- correlation design, it gathered information and described the school heads' supervisory competence and managerial behavior as well as the teachers' performance. Systematic random sampling was employed in obtaining the number of respondents. The research instrument was based from the Philippine Professional Standards for Teachers or PPST (DO # 42, s. 2017). The statistical processes used were finding the mean and weighted mean to describe levels. Then, to test the hypotheses, it made us of Pearson Product Moment Correlation and regression analysis. Based on the finding, school heads were highly competent in their supervision and very competent in their managerial behaviors. Teachers had very satisfactory performance in all parameters included to measure their performance. There was a significant relationship between the school heads' supervisory competence and teachers' performance parameters. Likewise, significant relationship between managerial behavior and teachers' performance existed all in sub-variables. The results show a slight to low correlation of parameters. The positive relationship implies that a heightened instructional competence of school heads magnifies the increase of the indicated parameters to measure teachers' performance. Furthermore, the competence of school heads in their supervisory roles and managerial behavior contributed to the teachers' satisfactory performance. The more the school heads give much focus on the professional development of teachers, the higher the teachers tend to enhance their professional competence.