MASTER TEACHERS’ INSTRUCTIONAL COMPETENCE, LEADERSHIP SKILLS, AND TEACHERS’ PERFORMANCE
DOI:
https://doi.org/10.5281/zenodo.15725440Keywords:
Master Teacher, Instructional Competence, Leadership SkillsAbstract
Master teachers are essential in determining the caliber of instruction and developing leadership in educational establishments. Their leadership abilities and instructional competency have a big impact on instructors' performance, which in turn affects the learning results for students. Master teachers are acknowledged by the Philippine Department of Education (DepEd) as instructional leaders who mentor their colleagues in professional development, pedagogical approaches, and curriculum implementation. This study seeks to determine the level of Master Teachers’ instructional competence, leadership skills and teachers’ performance in one of the clusters of a district of one of the large divisions in Central Philippines for the School Year 2023-2024. The instructional competence of MTs was measured in terms of Content and Pedagogy, Learning Environment, Curriculum and Planning, and Assessment and Reporting while leadership skills was measured in the areas of Curriculum Management, Conduct Research, Instructional Supervision, and Coaching and Mentoring. The respondents of the study were the 103 Master Teachers in the said cluster. The statistical tools used were Frequency Count, Percentage Count, Mean, Mann Whitney U Test and Spearman Rho. The results of the study showed that the level of Master Teachers’ instructional competence in the areas of Content and Pedagogy, Learning Environment, Curriculum and Planning, and Assessment and Reporting are all on “high level”. Furthermore, the level of Master Teachers leadership skills in terms of Curriculum Management, Conduct Research, Instructional Supervision, and Coaching and Mentoring are all on “high level”. There was a significant difference in the level of Master Teachers’ instructional competence when grouped and compared according to aforementioned variables. There is no significant difference in the level of Master Teachers’ instructional competence when grouped and compared according to aforementioned variables. There is no significant relationship between Master Teachers’ instructional competence and teachers’ performance. There is no significant relationship between Master Teachers’ leadership skills and teachers’ performance. Several recommendations were given to enhance instructional competence and the leadership skills of MTs.
References
Abarro, J. (2018). Factors Affecting the Performance of Public-School Teachers in the Division of Antipolo City, Philippines
Bartolome, Melissa T., Nordin Mamat and Abdul Halim Masnan (2017). Parental Involvement in the Philippines: A Review of Literatures. International Journal of Early Childhood Education Care Vol. 6, ISSN 2289.
Bel, J.M. (2018). Leadership Styles and School Climate of Pubic Secondary Schools in Mati City, North District. Graduate School Journal.
Basic Education Sector Reform Agenda, Teacher Education and Development-Technical Working Group (BESRA TD-TWG) 2018.
Bluman, A. G. (2015). Elementary Statistics: A Step by step Approach. 9th edition. Published by McGraw-Hill Education. Penn Plaza, New York, USA.
Catolos, L. (2017). Teaching Performance of Selected Public Secondary School Teachers in Tanay, Rizal
Chilenski, et al (2016). Examining the highs and lows of the collaborative relationship between technical assistance providers and prevention implementers. Prevention Science. 2018; 19(2):250–259.
Daing, C. (2015). Harmonization of Department Heads’ Instructional Leadership Skills and Public High School Teachers Rating on Results-Based Performance Management System. Published Thesis. Our Lady of Fatima University.
DepEd Order No. 32, series of 2010.
Dunst, et al (2019). Review of the effects of technical assistance program, organization and system change. International Journal of Evaluation and Research Education. Vol 8 ISSN 2252-8832
Ebele, U., & Olofu, P. (2018). Enhancing the Standard of Teaching and Learning in the 21st Century via Qualitative School-based Supervision in Secondary Schools in Abuja Municipal Area Council (AMAC). International Journal of Educational Administration and Policy Studies.
Esia-Donkoh, K., and Baffoe, S. (2018). Instructional Supervisory Practices of Head teachers and Teacher Motivation in Public Basic Schools in Anomabo Education Circuit. Journal of Education and e-Learning Research, 5(1), 43-50.
Farlex, K. (2018). Changing Profile of Teachers in the Digital Age. Journal of Educational Education.
Fulla, J. C. (2015). Instructional Leaders of School Principals and Competence of Teachers in Public Central School in the Second Congressional District of Oriental Mindoro: A Basis for Effective Leadership Approach for Instructional Competence. Research Journal of the Philippine Association for Graduate Education Region IV-B.
Gaynor, AK (2018). Analyzing Problems in Schools and Schools System: A Theoretical Approach, Lawrence Erlbaum Associates, Hillsdale, New Jersey
Gonzales, L. (2015). Level of Job Satisfaction and Performance of teachers in Selected Distant Secondary Schools in Oriental Mindoro. Graduate Education Journal. PAGE IVA
Iroegbu, E. and Eyo, E. (2016). Principals’ Instructional Supervision and Teachers’ Effectiveness. British Journal of Education. Vol 9. ISSN 2055-0219
Kadtong, et.al (2017). Teaching Performance and Job Satisfaction Among Teachers at Region XII
Kankam, G. (2016). Creating Synergies and Promoting Professional Development Practices in the Faculty of Educational Studies, University of Education, Winneba, Mankessim, Ghana
Katz, J. and Wandersman, A. (2016). Technical Assistance to Enhance Prevention Capacity: A Research Synthesis of the Evidence Base. Springer.
Laude, T. (2018). Master Teachers as Instructional Leaders: An Exploration of School Leadership Capacity in the Division of Biliran. International Journal of Sciences: Basic And Applied Research. Vol. 40, No. 1. Pp. 50-74.
Le, et al (2016). A technical assistance model for guiding service and systems change. The Journal of Behavioral Health Services & Research. 2016;43 (3):380–395.
Malitic, R. (2020). EDUCATIONAL CHALLENGES IN 21ST CENTURY AND SUSTAINABLE DEVELOPMENT. Journal of Sustainable Development Education and Research. Vol. 2, No. 1. Pp. 9-20.
Mansen, B.S (2016). Statistics for Non-Statistician. Spinger-Verla Berlin Heidelberg.
Mensah, E. and Yiadom, M. (2019). Assessment of Instructional Supervision Practices at Efutu Circuit in the Cape Coast Metropolis. Journal of Education and Practice. ISSN 222-1735 Vol 21.
Nakpodia, E.D. (2016) Educational Administration: A New Approach (2nd Edn), Warri: Jonokase Publishers, pp. 181-215
Nnebedum and Akinfolarin (2017). Principals’ Supervisory Techniques as Correlates of Teachers Job Performance in Secondary Schools in Ebonyi State, Nigeria. International Journal for Social Studies.
Okendu, J.N. (2016). The influence of instructional process and supervision on academic performance of secondary school students of Rivers State, Nigeria. Academic Research international journal 3(1): pp.147-151.
Okeniyi, CM (2019). Relationship between Leadership Problems and School Performance in Oyo State Secondary Schools. M. Ed., Thesis Presented to the University of Ibadan.
Olson, et al (2018). Developing an Evidence-Based Technical Assistance Model. Journal for Behavioral Health Services and Research. USA.
Pilarta, MA. (2015). Job Satisfaction and Teachers Performance in Abra State Institute of Sciences and Technology, Global Journal of Management and Business Research: Administration and Management, Vol. 15 No. 4, 80-85.
Rapada, R. A. (2015). An Analysis of Supervisory Practices of Secondary School Heads in Pinamalayan and Gloria: Basis for Revitalized Systematic Intervention. Graduate School Journal. Philippines Association for Graduate Education.
Republic Act 9155. Governance of Basic Education Act of 2001. The Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Roberto, J. and Madrigal DV. (2019). Teacher Quality in the Light of the Philippine Professional Standards for Teachers.
Shuttleworth, Martyn (2015). How to write a research paper: An introduction to academic writing. First Edition.
Suele, Ameh and Egbai (2015). Instructional Supervisory Practices and Teachers’ Role effectiveness in Public Secondary Schools in Calabar South Local government area of Cross River State, Nigeria. Journal of Education and Practice.
Suraya and Yunus (2015). Principal Leadership Styles in High-Academic Performance of Selected Secondary Schools in Kelantan Darulnaim. International Journal of Independent Research and Studies
Tanguay, Daniel. (2022). Qualities of Master Teachers. Based on the Study from the American Economics Association (AEA). Southern New Hamspire University. United States of America.
Wanjiku, M. C. (2018). Influence of Instructional Supervision Practices of Head Teachers on Students’ Academic Outcomes in Pubic Seconday Schools in Kiriyaga County. A Research Paper. Master of Education of Kenyatta University.
Usman, Y. (2016). The Impact of Instructional Supervision on Academic Performance of Secondary School Students in Nasarawa State Nigeria. Journal of Education and Practice. ISSN 2222-1735, vol 6
Usop, M (2015). Work Performance and Job Satisfaction among Teachers. International Journal of Humanities and Social Science, Vol. 3 No. 5, 245-252, 2013.
Varona, F. (2017). School Heads’ Leadership Skills and Attitudes as Determinants of School-Community Partnership. JPAIR International Research.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Randy D. Silva, May P. Bautista (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
