Education plays a transformative role in society, shaping individuals' lives and contributing to overall development. The learners are considered the nucleus of education wherein studies show that their development is dependent on the teachers’ capabilities and commitment in which these are likewise influenced by supervisors’ instructional supervisory skills in collaboration with the educational environmental actors. The effective implementation of education relies on the collaborative efforts of stakeholders, with instructional supervisors playing a crucial role in supporting teachers as they facilitate student learning. This study aimed to assess the extent of instructional supervisory practices among school heads in the Bangsamoro Autonomous Region in Muslim Mindanao. A descriptive quantitative research design was employed, and a random sample of 314 comprising school heads and teachers participated as research subjects. The findings revealed that the instructional supervision practices of school heads, particularly in terms of teachers' guidance, support, and performance assessment, were evidently practiced but not fully implemented. This indicates a need to enhance the implementation of supervisory practices of school heads to ensure the provision of appropriate interventions to teachers, who are at the forefront of education. It is therefore recommended that educational institutions in the Bangsamoro Autonomous Region in Muslim Mindanao provide comprehensive training and professional development for school heads to enhance their supervisory skills; cultivate a collaborative culture to facilitate communication and sharing of best practices; allocate adequate resources and support for instructional supervision; and promote ongoing professional growth for teachers through continuous development programs as well as conduct regular evaluations to monitor and improve instructional supervision practices leading to quality education in the region and in the global community.