Differentiated Supervision and Performance of Teachers and Learners in Mega Elementary School in Region XII

Aim: This study aimed to determine the differentiated supervision practices of school principals and the performance of teachers and learners in mega elementary schools in Region XII.Specifically, it sought to determine the extent of differentiated supervision practices in terms of clinical supervision, collaborative professional development, selfdirected development, and administrative monitoring, and the level of performance of teachers and learners.It also determined the relationship between differentiated supervision and the performance of teachers and learners.Methodology: This study employed a quantitative-correlational design, utilizing a researcher-made questionnaire validated by six experts, and secondary data collected from the 13 principals and 285 teacher-respondents.Statistical tools such as mean and standard deviation, and Pearson's r were employed. Results:The findings revealed that the extent of differentiated supervision practices of school principals was highly evident across all dimensions.Meanwhile, teachers demonstrated Integrating or Outstanding instructional performance.However, they still need to improve in developing higher-order thinking and culturally responsive teaching strategies.Learners, on the other hand, demonstrated a Very Satisfactory level of academic performance across English, Mathematics, and Science.Findings revealed that differentiated supervision has no statistically significant correlation with teaching performance and learners' achievement. Conclusion:The findings affirmed that differentiated supervision was widely practiced among principals in Region XII, reflecting a shift away from one-size-fits-all supervision.However, the lack of a significant correlation between differentiated supervision practices and the performance of teachers and learners suggests that quality, consistency, and implementation context play a crucial role in determining effectiveness.hence, a closer examination of how supervision is executed, monitored, and sustained should be done.