Master Teachers as Instructional Leaders: An Exploration of School Leadership Capacity in the Division of Biliran

Teresito M. Laude, Tyrone James T. Ralar, Jerome T. Arcenal

Abstract


The study was conducted to determine the instructional competence and instructional leadership capacity among master teachers of the secondary schools in the Division of Biliran. The survey included 32 master teachers, 14 school heads, 224 teachers and 501 students who answered the survey-questionnaires in a simple random sampling regarding the instructional leadership capacity and teaching competence of master teachers. Findings revealed that master teachers of the secondary schools in the Division of Biliran were “Mastered” and “Very High” in their instructional competence as this is also revealed in the National Achievement Test (NAT) results of the respective schools. Master teachers have this capability to lead the school particularly in improving the academic performance of the students. Moreover, their instructional leadership capacity showed “Highly Proficient” especially on curriculum content and pedagogy, on planning, assessing and reporting learners’ outcomes and on personal growth and professional development. It is then beneficial for a master teachers to be a school leaders because they are already exposed to different responsibilities given to them.


Keywords


instructional competence; instructional leadership; leadership capacity; academic performance; school leaders.

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References


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