One of the most dominant variables that determines student learning outcomes is the teacher. Therefore to improve student achievement, it is necessary to improve teacher competence. The main program to improve teacher competence is instructional supervision though its effectiveness is still questionable. This study aims to describe the implementation of instructional supervision in Indonesia and the Philippines. The research design used a survey and the research sample was taken from 212 primary school teachers, divided into 176 Indonesian and 36 Filipino teachers. A questionnaire was used to collect the data, and it was then processed using descriptive statistics, t-test, correlation, and regression. The results showed that there were differences in the frequency using techniques and principles of instructional supervision both in Indonesia and in the Philippines, but there was no significant difference in their effectiveness. Of the 26 supervision techniques, the most widely used in Indonesia are teachers' meetings, trainings, peer discussions, seminars, and upgrading programs, while in the Philippines they are seminars, lesson study, self-evaluation, peer discussions, and teachers' meetings. On the other hand, there is a significant influence on the use of techniques, principles, and instructional supervision approaches on the variations of teacher learning models. The principle of instructional supervision has the most dominant effect on the variations of teacher learning models and materials.