Phases of Collaboration in Exploring Master Teachers' Competence

Abstract

The study established the four phases of collaboration by examining the master teachers' competence in one district in the Division of Cagayan de Oro City. This study examined the profiling of master teachers, the structuring of collaborative teams, the capacitating of collaborative teams, and the collaboration workshop on instructional leadership. Thirty (30) secondary Master Teachers were purposefully involved throughout this endeavor. The study used a block sampling technique that included individual interviews with members of the target population. To facilitate collaborative inputs, focus-group discussions and actual observations were employed with the assistance of supervisors and central school principals. A researcher-made tool was created to facilitate responses to questions about the participant's profile, problems encountered, collaboration practices, and other pertinent information. The data collection tools were subjected to content and face validation. The findings disclosed that phases of collaboration fostered a relationship among teachers who are committed to learning, assisting, and collaborating to develop educational standards for the entire district, and most importantly, for each classroom in their respective schools. Training intervention delivered a comprehensive program that enhances master teachers' personalities and professional conduct as teachers and instructional leaders. Master teachers require training and development to improve their leadership abilities and administrative functions.