World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IX (September 2026), pp.172-176
Sarah A. Panis
Jalajala Elementary School – Jalajala Sub-Office, Schools Division of Rizal
INTRODUCTION
There is an expectation that teachers should deal with different kinds of learners, employ suitable teaching methods, prepare lessons that are meaningful, take charge of the classroom, and modify their teaching when learners require extra help. Given the nature of these responsibilities, teachers are not always required to work by themselves. This is because Master Teachers can give practical advice, since part of their role consists of helping other teachers, showing examples of effective teaching methods, and supporting improvements in instruction. At Jalajala Elementary School, four Master Teachers offer technical assistance to the teachers and at the same time work with the head of the school on instructional supervision.
Technical assistance can take various forms and might occur during classroom observations, when preparing lessons, at Learning Action Cell (LAC) meetings, during in-service training, when developing instructional materials, or through simple professional discussions. The key issue, though, is whether this support is actually seen in teachers' classroom practices. The present study therefore looked at the effects of Master Teachers' technical assistance on the instructional practices of teachers at Jalajala Elementary School, with a particular focus on the teachers' performance during classroom observations, the difference between their first and second observations, and their experiences of the technical assistance they had received. The research questions specifically addressed COT performance, the differences between the observations, the teacher-mentees' perceptions, and the possible activities that could be carried out on the basis of the findings.
The study was based on the responsibilities of Master Teachers within the current policy framework, especially their role in assisting other teachers to improve their competencies and to offer instructional leadership. It also took into account the observation criteria concerning content knowledge, communication, the learning environment, and learner diversity. The aim of the study was to provide evidence from within schools in order to enhance mentoring and technical assistance practices.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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