World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.366-374
Author
Ma. Fe C. Gutierrez
Master Teacher II, SDO- Masbate Province
Aroroy West Elementary School
Aroroy West District
Abstract
Effective instructional leadership is essential for improving teacher performance and promoting school effectiveness. In the Philippine educational context, Master Teachers serve as instructional leaders who support teachers through supervision, mentoring, coaching, technical assistance, and professional learning activities. This study examined the influence of the instructional leadership practices of Master Teachers on teachers’ classroom performance in the Aroroy West District.
Specifically, the study determined the level of performance of Master Teachers in instructional leadership functions, assessed teachers’ classroom performance, examined the relationship between these variables, and identified the challenges encountered by Master Teachers in carrying out their leadership responsibilities.
The study employed a descriptive-correlational research design using a researcher-adapted survey questionnaire anchored on the Philippine Professional Standards for Teachers (PPST) and the Performance Management and Evaluation System (PMES). Respondents included all thirty-three (33) Master Teachers and selected public school teachers in the district. Weighted mean and regression analysis were utilized to analyze the data.
Results revealed that Master Teachers demonstrated a high level of performance in instructional supervision, mentoring and coaching, provision of technical assistance, and facilitation of Learning Action Cell (LAC) sessions. Teachers likewise exhibited a very high level of classroom performance, particularly in classroom management, learner engagement, and assessment of learning. Findings further showed a statistically significant positive relationship between the instructional leadership practices of Master Teachers and teachers’ classroom performance. Among the instructional leadership functions, mentoring, coaching, and technical assistance emerged as the strongest predictors of teacher effectiveness. Despite these positive outcomes, Master Teachers reported challenges related to heavy teaching and administrative workloads, as well as limited time for leadership responsibilities.
The study concluded that effective instructional leadership significantly contributes to improved classroom performance among teachers. It is recommended that the proposed Instructional Leadership Enhancement Plan (ILEP) be implemented, workload management strategies be strengthened, and collaborative and technology-supported instructional systems be institutionalized to further enhance teaching quality and learner outcomes.
Keywords: Instructional Leadership, Master Teachers, Classroom Performance, Mentoring and Coaching, Technical Assistance, Learning Action Cell, PMES, PPST
https://doi.org/10.65494/pinagpalapublishing.379
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