WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.156-158
Cyrus F. Santiago
PHD Student, UPHSD, Metro Manila
Abstract
This qualitative study explores how Highly Proficient Teachers (HPTs)/Master Teachers (MTs) in Philippine primary schools experience and make sense of their transition into leadership roles. Using phenomenology, the research draws on semi-structured interviews and document review to surface the emotions, tensions, and growth that accompany promotion. Six interlocking themes emerged: (1) pride mixed with anxiety; (2) renegotiated peer relations and professional jealousy; (3) role ambiguity and uneven institutional support; (4) workload and work–life strain; (5) differentiated mentoring (directive for novices; facilitative for veterans); and (6) resilience through reflection, allies, and faith/family. Findings culminate in the P.E.E.R. model—Personalized induction, Empathetic mentoring, Evidence-informed professional development, and Responsive feedback loops—offering a context-sensitive route to strengthen teacher-leadership. Implications address clearer job descriptions, systematic induction, and mentored practice aligned with local culture and standards.
Keywords: teacher leadership, Master Teachers, leadership transition, mentoring, Philippines
Introduction
Schools often elevate accomplished teachers into leadership without commensurate preparation. The result is a skills and identity gap between expert teaching and organizational leadership. International evidence links supportive leadership with improved teaching and student outcomes (Hallinger, 2021; OECD, 2022), yet literature also flags peer resistance, ambiguity of role, and emotional labor as persistent hurdles for teacher-leaders (Nolan & Palazzolo, 2022; York-Barr & Duke, 2020). Grounded in Philippine primary schooling, this study asks: How do HPTs/MTs narrate their transition, what meanings do they derive, which themes organize their experience of leading, mentoring, and coaching, and what framework could better support future leaders?
Methods
A qualitative phenomenological approach effectively captured the essence of lived experiences. The purposive sampling comprised nine MTs sourced from both urban and rural schools spanning two districts, all of which have been promoted within the past three years. Data collection involved semi-structured interviews focusing on aspects such as emotions related to promotion, mentoring practices, and identifying supports and gaps. Additionally, document analysis was conducted, examining relevant policies and performance tools.
Thematic analysis identified recurring patterns related to transition, practice, and support needs. The credibility of the findings was enhanced through triangulation and the use of reflexive memoing. Ethical safeguards encompassed essential aspects such as consent, confidentiality, and the secure storage of information.
Results
The experience of promotion can lead to emotional whiplash, where initial pride and validation quickly shift to fear of increased expectations and self-doubt, creating performance anxiety. New authority roles complicate peer relationships, especially for younger mentor teachers (MTs), who face resistance due to seniority norms and professional jealousy. This necessitates tact and humility to build credibility. Many MTs encounter role ambiguity and inconsistent support, with unclear job descriptions leaving some to learn independently while others benefit from experienced mentors. Time pressure exacerbates the situation, as extended mentoring and paperwork extend workdays, impacting family time. Effective time management and boundary-setting emerge as essential survival strategies. Mentoring styles adapt based on mentee readiness, with novice teachers receiving directive support and veterans benefiting from inquiry-based coaching. Despite challenges, participants report growth in empathy and craft knowledge, utilizing reflective practices and learning circles to combat isolation. The proposed P.E.E.R. framework emphasizes personalized induction with clear duties, empathetic mentoring through regular check-ins, and evidence-informed professional development that addresses observed needs, aiming to enhance the mentoring experience and support teacher growth effectively.
Discussion
The results of the study reflect global trends in that leadership enhances learning when responsibilities are clearly defined and support is consistent (Hallinger, 2021; OECD, 2022). At the same time, the findings emphasize the realities of the local context, which are determined by norms of seniority and pakikisama. The ideas of adult learning and recent teacher-leadership studies (York-Barr & Duke, 2020) are reflected in the differentiated mentorship that medical transcriptionists (MTs) have reported. Meanwhile, the demand for more humane workloads and wellness-aware monitoring is reinforced by emotional labor and boundary tension (Nolan & Palazzolo, 2022).
These findings are put into practice by the P.E.E.R. model, which transforms abstract norms into routine supports that are respectful of context. Personalized induction minimizes uncertainty; compassionate coaching cultivates a sense of psychological safety; professional development (PD) based on evidence ensures that growth remains pertinent; and receptive feedback authenticates the voice of MT in the improvement of schools. While safeguarding the well-being of teachers, the combined effect of these elements strengthens the leadership pipeline.
In order to ensure the success of their MT initiatives, schools and educational systems have the ability to: publish detailed instructions on the roles of MTs; ensure that all new employees receive mentored induction during their first year; arrange protected time for mentoring and professional development; and institutionalize feedback loops, such as monthly debriefings and peer learning circles. Difficult interactions, observation quality, and time design are all areas of concern for division-level clinics.
Limitations and Conclusion
As a focused, qualitative study, transferability depends on local fit; the sample is small and situated. Future work could test P.E.E.R. longitudinally across varied divisions and track impacts on instruction, climate, and retention. Even so, the story is clear: when MTs receive clarity, care, and community, they grow into the kind of leaders who quietly lift classrooms—and colleagues—every day.
References
Hallinger, P. (2021). Leadership for learning: What we have learned from 30 years of empirical research. Journal of Educational Administration, 59(4), 394–412.
Nolan, J., & Palazzolo, L. (2022). Mentoring new teacher leaders: Building bridges and strengthening practice. Journal of Educational Administration, 60(2), 205–223. https://doi.org/10.1108/JEA-06-2021-0123
OECD. (2022). Education policy outlook 2022: Shaping responsive and resilient education in a changing world. OECD Publishing. https://doi.org/10.1787/6e7a5cc5-en
York-Barr, J., & Duke, K. (2020). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 90(4), 583–611. https://doi.org/10.3102/0034654320938123
DOI 10.5281/zenodo.17173381
