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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
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Master Teachers’ Instructional Leadership, Teaching Competencies
and Teacher Development in Public Secondary Schools in the
Division of Camarines Sur
1
Juleus Cesar Mapusao Cadacio EdD.,
2
Dr. Carlo Jay Albite
1
Teacher III, Department of Education, Sandigan Colleges Inc
2
Research Advisers, Sandigan Colleges Inc
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100012
Received: 07 November 2025; Accepted: 14 November 2025; Published: 27 November 2025
ABSTRACT
This descriptive-correlational study aimed to determine the relationship between master teachers'
instructional leadership and teaching competencies on teacher development among selected master teachers
in public secondary schools in the Division of Camarines Sur for the School Year 2025 –2026. Data was
collected using a researcher-made survey with a 4-point Likert scale. Descriptive statistics, Pearson
correlation, and multiple regression analysis were employed.
The main findings indicated that master teachers highly demonstrated both instructional leadership and
teaching competencies, which were strongly correlated with teacher development (instructional leadership,
r = 0.612; teaching competencies, r = 0.790; p = 0.001). Multiple regression confirmed that instructional
leadership and teaching competencies are significant predictors of teacher development, collectively
explaining 40.9\% of the variance. The study concluded that master teachers' instructional leadership and
teaching competencies are critical factors in enhancing the professional growth, instructional practices, and
motivation of their peers, leading to the development of the CESAR Improvement Plan.
Keywords:
Instructional Leadership, Teaching Competencies, Teacher Development, Master Teachers,
Public Secondary Schools, Camarines Sur, Mentorship, Professional Growth, Classroom Management
INTRODUCTION
The effectiveness of secondary education in the Philippines is fundamentally linked to the continuous
professional development of teachers, a process in which Master Teachers play a critical role as instructional
leaders. This responsibility is grounded in a robust legal framework: Republic Act No. 1053 3 mandates
continuous, competency-based development; DepEd Order No. 42, s. 2017 establishes the Philippine
Professional Standards for Teachers (PPST) as the benchmark for quality; and Republic Act No. 9155
emphasizes collaborative leadership between administrators and teachers to achieve superior learning
outcomes. Together, these laws underscore the necessity of Master Teachers guiding their peers to elevate
the overall quality of education.
Global and local research consistently validates the impact of instructional leadership on teacher
performance. International studies by Leithwood et al. (2020) and Pont (2020) highlight that effective
leadership creates supportive environments for growth, while local research by Laude (2018), Quisquino
(2022), and Jose (2024) emphasizes the specific value of Master Teachers in resource-limited or rural
Filipino schools. However, a significant research gap remains regarding the specific dynamics within the
Division of Camarines Sur. Existing literature largely focuses on school heads or general contexts,
overlooking the direct influence of Master Teachers on their peers' development, particularly as the region
navigates post-pandemic transitions and work overload.
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To address this gap, this study aims to assess the influence of Master Teachers’ instructional leadership, and
teaching competencies on teacher development in public secondary schools within the Division of
Camarines Sur. By identifying the mechanisms that contribute to professional growth, this research will
provide context-specific insights. These findings are essential for crafting targeted training programs and
policy recommendations that maximize the potential of Master Teachers, ultimately leading to improved
teaching practices and educational outcomes across the region.
Research Questions
This study examined the relationship between instructional leadership skills, teaching competencies, and teacher
development in public
secondary schools in the Division of Camarines Sur. Specifically, the study sought to answer the following
research questions:
1.
What is the demographic profile of the respondents in terms of:
1.1.
Sex;
1.2.
Age;
1.3.
Length of service;
1.4.
Educational attainment; and
1.5.
Designation?
2.
What is the level of instructional leadership skills of master teachers in the following aspects:
2.1.
Monitoring and evaluation;
2.2.
Curriculum enhancement;
2.3.
Modeling effective practices;
2.4.
Mentorship and coaching; and
2.5.
Personal growth and professional development?
3.
What is the level of teaching competencies of master teachers in the following areas:
3.1.
Mastery of subject matter;
3.2.
Teaching strategies;
3.3.
Classroom management; and
3.4.
Evaluation skills?
4.
What impact do master teachers' instructional leadership skills and teaching competencies have on the
improvement of teacher development in the following areas:
4.1.
Teacher performance;
4.2.
Professional growth;
4.3.
Instructional practices; and
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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4.4.
Teacher motivation and engagement?
5.
Is there a significant relationship between master teachers’ instructional leadership and teaching
competencies?
6.
Is there a significant relationship between master teachers’ instructional leadership and teacher development?
7.
Is there a significant relationship between teaching competencies and teacher development?
8.
How predictive are instructional leadership skills and teaching competencies, individually or combined, of
teacher development?
9.
Based on the findings of the study, what strategies may be proposed to enhance the role of master teachers in
fostering teacher development in public secondary schools?
LITERATURE REVIEW
This section provided the Review of Related Literature and Studies, focusing on the influence of master teachers'
instructional leadership and teaching competencies on teacher development in public secondary schools within
the Division of Camarines Sur.
Demographic profile of the respondents
The demographic profile, encompassing sex, age, length of service, educational attainment, and designation,
significantly shapes individual professional behaviors and outcomes. Studies on sex highlight that female
professionals face unique challenges balancing career with societal expectations (Anderson & Smith, 2021),
while male-dominated sectors may perpetuate inequities (Lee & Cho, 2022). Age dictates a trade-off between
technological competency and flexibility in younger workers (O'Reilly et al., 2023) versus the valuable
experience and decision-making depth of older professionals (Nguyen & Huynh, 2024). Length of service
generally increases job satisfaction, loyalty, and expertise, though it may hinder adaptation to new technologies
(Williams & Johnson, 2022; Patel et al., 2023). Educational attainment strongly correlates with professional
success, leading to senior roles, greater decision-making competence (Garcia & Lopez, 2021), and higher job
satisfaction and resilience (Johnson et al., 2024). Finally, designation directly influences professional role and
satisfaction, with managerial positions offering greater security and opportunities despite unique leadership
challenges (Kim & Lee, 2023; Carter et al., 2025).
Instructional leadership skills of master teachers
The instructional leadership role of master teachers (MTs) is critical for enhancing teaching practices and
educational outcomes, extending beyond the classroom to significant leadership responsibilities, mentoring, and
curriculum development (Peterson & King, 2021; Davidson & Baker, 2022). Studies show MTs typically
demonstrate very high levels of leadership skills and instructional competence; however, research by Federico
and Francisco (2024) surprisingly found no direct correlation between these MT qualities and general teacher
performance, recommending focused interventions like Project ECGC and Continuous Professional
Development. Conversely, Oliva and Bautista (2025) established a strong positive correlation between MT
instructional leadership and teachers' pedagogical skills (especially coaching/professional development), noting
that professional development facilitation and adaptability are key predictors of student learning engagement.
Furthermore, MTs' leadership is vital in mentoring and coaching—improving peer skills, retention, and
satisfaction (Clarke & Wilson, 2023; Miller & Thomas, 2024) and in guiding curriculum alignment and revision
for critical thinking (Thompson & Martinez, 2021; Williams et al., 2022). Finally, their facilitation of
Professional Learning Communities (PLCs) is directly linked to improved teacher efficacy and student
achievement (Foster & Thomas, 2023), promoting a culture of continuous, student-centered improvement
(Brown & Scott, 2022).
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Monitoring and Evaluation
Monitoring and Evaluation processes are fundamental to shaping the instructional leadership of master teachers,
providing a systematic framework for assessing teaching effectiveness and guiding continuous improvement
(Davis & Chang, 2021). Effective M&E relies on using both qualitative and quantitative data to identify strengths
and areas for growth (Garcia & Turner, 2022), encouraging transparency, accountability, and alignment with
educational goals (Williams & Lee, 2023). International studies underscore that systematic M&E, integrated into
professional development, is essential for fostering a reflective teaching practice and is increasingly enhanced
by digital tools that provide real-time, data-driven feedback (Thompson & Harris, 2022; Patel & Jones, 2024).
Locally, while Filipino public schools face challenges like insufficient training and resources, effective M&E
leads to improved master teacher leadership in collaboration and curriculum development (Cruz & Reyes, 2023).
Both public and private school contexts confirm that regular monitoring, feedback, and peer evaluations
significantly contribute to the professional growth and refinement of master teachers' instructional strategies
(Lim & Ramos, 2022; Santos & Alvarez, 2024).
Curriculum enhancement
Curriculum enhancement is a continuous process integral to instructional leadership, with master teachers often
leading efforts to align curricula with standards, student needs, and innovative pedagogical approaches
(Hernandez & Lee, 2022; Brown & O’Connor, 2021). Their leadership in curriculum review and adaptation is
crucial for fostering a collaborative culture among peers, which is essential for effective development and
refinement (Johnson & Walker, 2023). International studies confirm that master teachers' active participation
ensures the curriculum is relevant, dynamic, and responsive to trends like STEM and socio-emotional learning,
while also strengthening coherence between content and assessment (Peterson & Hall, 2022; Tan & Chan, 2024).
Furthermore, empowering master teachers to lead curriculum efforts enhances their sense of ownership, which
positively impacts teacher motivation, engagement, and overall teaching culture (Liu et al., 2023). Locally,
Filipino studies highlight the critical role of master teachers in adapting and implementing curriculum reforms—
especially in resource-limited or rural areas—by providing training, ensuring cultural relevance, and ultimately
leading to more engaging and effective teaching practices (Reyes & De Guzman, 2023; Santos & Alvarez, 2024;
Mendoza & Salazar, 2022).
Modeling effective practices
Modeling effective practices is a key aspect of instructional leadership for master teachers, fundamentally
shaping both teacher development and instructional quality. Master teachers enhance teaching excellence by
demonstrating high-quality instructional strategies and fostering a reflective teaching practice among colleagues
(Bell & Thompson, 2021). This leadership is powerfully executed through collaborative modeling, such as co-
teaching, which improves peer learning, professional efficacy, and job satisfaction (Johnson & Harris, 2022).
Furthermore, modeling serves as the practical foundation for mentorship, allowing master teachers to provide
real-time feedback and guide colleagues in refining their methods (Miller & Peterson, 2023). International and
local studies reinforce that master teachers who model research-based, student-centered, and technology-
integrated practices—through workshops, peer observations, and professional learning programs—significantly
improve pedagogy, increase teacher confidence, and adapt instructional strategies effectively to diverse contexts,
including rural settings (Smith & Cohen, 2021; Harris & Marshall, 2022; Zhang & Wong, 2024; De Leon &
Cruz, 2023; Aquino & Ramos, 2022).
Personal growth and professional development
Personal growth and professional development are essential drivers of instructional leadership for master
teachers, enabling them to navigate the evolving educational landscape. Personal development through
reflection, self-awareness, and emotional intelligence makes leaders more empathetic, enhances stress
management, and improves relationship building (Davis & Ward, 2021; Walker & Jackson, 2022).
Simultaneously, professional development programs that integrate leadership training, advanced pedagogy, and
management skills are critical for expanding their leadership capacity, ensuring relevance, and fostering
increased teacher efficacy (Johnson & Miller, 2022; Brown & Roberts, 2023). International and local studies
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consistently confirm that formal leadership training strengthens skills in curriculum development and team
management (Harris & Stewart, 2023), while continuous development allows teachers to stay updated on
research and technology (Gonzalez & Lee, 2024). In the Philippines, the provision of leadership training and
opportunities for self-reflection significantly improves master teachers' abilities to manage challenges and
mentor peers, emphasizing the necessity of equitable access to high-quality development programs in all
contexts, including rural areas (Cruz & Torres, 2023; Lopez & Garcia, 2024; Ramos & De Guzman, 2022
Teaching competencies of master teachers
Teaching competencies for master teachers are multifaceted, blending technical skills like content knowledge
and pedagogy with essential interpersonal abilities. Moore and Harris (2021) emphasize the necessity of this
dual competency to deliver quality, engaging, and inclusive instruction, while Thompson and Garcia (2022)
underscore that strong skills in assessment and curriculum design enable master teachers to lead school-wide
instructional reforms. Furthermore, research by Roberts and Baker (2023) links a broad range of competencies,
including emotional intelligence, to higher job satisfaction and career longevity. International and local studies
reinforce these findings: Tan and Lee (2023) connected strong leadership competencies to instructional
improvement; Cruz and De Leon (2023) highlighted curriculum design and adaptability as vital for K -12
implementation; and Mendoza and Reyes (2024) found technology integration essential for master teachers in
remote areas. Finally, Santos and Villanueva (2022) noted a need for further development in leadership,
emotional intelligence, and collaborative teaching among urban master teachers to enhance overall educational
quality.
Mastery of Subject Matter
Subject matter mastery is a foundational and critical component of teaching competencies and instructional
leadership for master teachers. Research consistently shows that deep content knowledge directly enhances
teaching effectiveness by enabling teachers to clearly explain complex concepts, answer inquiries confidently,
and adapt instruction for diverse needs (Chen & Zhang, 2022). Master teachers who are subject experts are better
positioned to lead curriculum design and professional development initiatives, using their expertise to model
diverse and effective instructional strategies like differentiated or project-based learning, which also contributes
to better classroom management and teacher confidence (Jones & Walker, 2023; Brown & Wilson, 2024).
International and local Filipino studies affirm this, demonstrating that subject mastery enhances the ability to
design engaging lessons, provide nuanced feedback, and effectively mentor peers, thereby improving overall
teaching quality and student outcomes across various contexts, including urban and resource-limited rural
schools (Singh & Patel, 2022; Turner & Mason, 2023; Santiago & Reyes, 2024; Aquino & Lopez, 2024).
Teaching strategies
Teaching strategies are an essential component of master teachers' competencies, directly impacting instructional
quality and student outcomes. Master teachers who are proficient in a wide array of evidence-based strategies
like differentiated, inquiry-based, and active learning are better equipped to engage diverse learners and serve
as mentors to their peers (Adams & Porter, 2022; Green & Taylor, 2023). The strategic practice of self-reflection
is also crucial, enabling master teachers to continuously refine their methods to meet student needs (Brook s &
Sanders, 2024). International and local studies reinforce that adopting student-centered strategies—such as
project-based learning, co-teaching, and technology integration—enhances master teachers' pedagogical
competencies, strengthens collaboration, and empowers them to lead in curriculum design and instructional
innovation (Hamilton & Clarke, 2022; Williams & Foster, 2023; Martin & Perez, 2023). Ultimately, by
consistently employing strategies like inquiry-based learning and differentiated instruction, master teachers
improve student outcomes, align instruction with 21st-century skills, and solidify their vital role in instructional
leadership (Torres & Reyes, 2023; Santos & Valdez, 2023)
Classroom management
Classroom management is a fundamental and essential element of master teachers' competencies, going beyond
behavior control to create active, engaged learning environments and maximize instructional time (Hughes &
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Daniels, 2022). Master teachers skilled in proactive strategies, such as setting clear expectations and using
restorative practices, are better able to prevent disruptions, address diverse student needs, and provide
differentiated instruction, thereby enhancing their overall teaching effectiveness (Roberts & Simmons, 2023;
Johnson & Lee, 2024). International and local studies emphasize that strong classroom management is a
foundational competency that enables teachers to implement varied instructional strategies, reduces stress and
burnout, and significantly contributes to teacher retention (Martin & Wang, 2022; Clark & Thompson, 2024).
Furthermore, master teachers leverage this skill to mentor colleagues and serve as instructional role models,
fostering a positive, collaborative school culture in all contexts, including challenging urban and resource-limited
rural settings (Tan & Lee, 2023; Cooper & Wright, 2024; Santos & Valdez, 2023; Cruz & De Leon, 2022).
Evaluation Skills
Evaluation skills are a key component of master teachers' competencies, essential for effective instruction and
instructional leadership. These skills enable educators to conduct formative and summative assessments to
monitor student progress, provide timely feedback, and make necessary adjustments to instruction (Clark &
Lewis, 2022). Proficiency in evaluation is directly linked to professional growth, as it promotes reflective
practice and empowers master teachers to refine their methods over time (Thompson & Harris, 2023).
Furthermore, evaluation skills are crucial for fostering collaboration through peer evaluations and the
dissemination of best practices (Brown & Parker, 2024). International and local studies reinforce that master
teachers who utilize data-driven evaluation, self-assessment, and a continuous feedback loop are more effective,
better equipped to provide personalized instruction, and instrumental in driving a school -wide culture of
continuous improvement in teaching practices (Johnson & Martin, 2022; Cooper & White, 2023; Parker & Allen,
2023; Reyes & Santos, 2023; Alvarado & Garcia, 2024).
Master Teachers' Instructional Leadership Skills and Teaching Competencies
Instructional leadership skills are fundamental to the effectiveness of master teachers, extending their impact
beyond the classroom to influence school culture and peer development (Robinson & Adams, 2021). Strong
instructional leaders model effective practices, engage in continuous professional development, and foster a
shared vision and culture of collaboration (Taylor & Green, 2023). This leadership is critically interlinked with
teaching competencies as master teachers use skills like mentorship to transfer valuable strategies and enhance
the instructional capabilities of their colleagues (Williams & Clark, 2024). International and local studies
consistently confirm this relationship: effective leadership—evidenced by fostering professional development,
using data, and guiding curriculum—directly enhances teaching competencies by improving instructional
performance, supporting differentiated methods in diverse contexts, and strengthening the commitment to
evidence-based practices (Jackson & White, 2022; Thompson & Harris, 2023; Foster & Green, 2024). In the
Philippines, local research confirms that master teachers' leadership in mentoring and organizing professional
activities is a crucial catalyst for continuous improvement in teaching competencies for both experienced and
novice educators (Santos & Lopez, 2023; Cruz & Dela Cruz, 2024; Garcia & Valdez, 2024).
Teacher Performance
The instructional leadership skills of master teachers have a critical and direct positive impact on teacher
performance across educational settings. Master teachers enhance peer performance by setting clear goals,
supporting collaborative practices (Peterson & Diaz, 2023), and mentoring and modeling effective teaching
strategies (Roberts & Lee, 2024). A key mechanism for this improvement is the provision of regular, formative
feedback, which helps colleagues reflect and refine their methods (Young & Harris, 2022). International and
local studies consistently reinforce this: master teachers who lead professional development, offer structured
instructional support, and foster collaborative learning communities significantly boost the confidence,
competence, and overall performance of their peers, including novice teachers and those in diverse or rural
settings (Adams & Jackson, 2023; Thompson & Morgan, 2024; Hughes & Brown, 2023; Santos & Valdez, 2023;
Garcia & Cruz, 2024). Ultimately, the instructional leadership of master teachers cultivates a culture of
continuous professional growth and shared responsibility, leading to improved teaching practices and better
student outcomes
.
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Professional Growth
The professional growth of master teachers is intrinsically driven by their instructional leadership skills and
teaching competencies. Studies confirm that this growth is facilitated by ongoing reflection and active
engagement in both formal and informal professional development (Harris & Adams, 2023; Jackson & Lewis,
2024). Master teachers, by taking on leadership roles such as mentoring, instructional coaching, and curriculum
development, not only model best practices but also inherently refine their own skills and expand their
instructional competencies (Thompson & Green, 2022). International and local research consistently shows that
this leadership, particularly through peer collaboration and facilitating professional learning communities,
accelerates professional growth, strengthens leadership capacity, and fosters a school-wide culture of continuous
improvement (Foster & Johnson, 2023; Roberts & Thompson, 2024; Cruz & Reyes, 2023). Essentially, the act
of leading and shaping the practice of others is a primary mechanism for the master teachers’ own sustained
professional development (Lee & Martin, 2023; Mendoza & Garcia, 2024).
Instructional Practices
The instructional leadership of master teachers is crucial for shaping and improving instructional practices across
schools. Their role extends to fostering collaborative environments where practices are continuously refined
(Johnson & Williams, 2023). Master teachers directly impact instructional quality by modeling effective
teaching strategies, promoting innovative techniques like differentiated instruction (Walker & Jones, 2024), and
actively mentoring and coaching peers through ongoing feedback and guidance (Green & Thompson, 2022).
International and local studies consistently affirm this influence: Master teachers who lead in curriculum design,
professional development, and peer observation significantly enhance the use of evidence-based practices and
instructional versatility among colleagues (Miller & Adams, 2023; Roberts & Wilson, 2024; Williams & Martin,
2024; Santos & Tan, 2023). Their leadership is vital in creating a culture of instructional excellence and
continuous improvement, ensuring teaching methods are effective, innovative, and responsive to diverse student
needs, including those in rural settings (Turner & Kelly, 2023; Cruz & Mendoza, 2022).
Teacher motivation and engagement
Teacher motivation and engagement are critical driving forces that significantly enhance the instructional
leadership skills and teaching competencies of master teachers. Research consistently links intrinsic motivation
and a sense of professional autonomy to higher engagement, which allows master teachers to more effectively
model instruction and influence colleagues (Smith & Roberts, 2023; Davis & McKenzie, 2022; Jackson & Lee,
2024). Highly motivated and engaged master teachers are more likely to assume leadership roles, lead
professional development, and proactively share best practices, thereby refining their own skills and improving
the instructional quality of the entire school community (Foster & Brown, 2023; Wright & Thomas, 2022;
Johnson & Stevens, 2024). Local studies in the Philippines affirm this, showing that motivation to lead and
mentor directly fosters stronger leadership and teaching competencies, especially in both urban and resource -
limited rural schools, ultimately creating a positive, collaborative culture of continuous professional growth
(Santos & Reyes, 2023; Garcia & Lopez, 2024; Aquino & Ramos, 2023).
RESEACRH METHODOLOGY
This section deals with the discussion of the method to be used, the source of data, gathering instruments,
sampling techniques of the study, and statistical treatment.
Research Design
The study employed a quantitative, non-experimental, descriptive–correlational, cross-sectional research design
to describe the levels of instructional leadership, teaching competencies, and teacher development, and to
determine the relationships among these variables in public secondary schools in the Division of Camarines Sur.
Descriptive research involved gathering, analyzing, and tabulating data on prevailing conditions, practices, and
processes in order to make accurate interpretations of the existing situation. Correlational studies focused on
identifying the relationships between the variables of instructional leadership, teaching competencies, and
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teacher development in public secondary schools in the Division of Camarines Sur. Specifically, the study aimed
to explore the relationships between instructional leadership, teaching competencies, and teacher development
(Rubite, 2018).
To ensure the validity and reliability of the findings, appropriate statistical techniques, such as multiple
regression analysis, were applied. This analysis allowed the researcher to explore the predictive relationships
between instructional leadership and teaching competencies as independent variables, and teacher development
as the dependent variables.
Participants
The respondents of this study were the 289 Secondary Master Teachers and Teachers. They are from Schools
Division of Camarines Sur.
The participants included master teachers and teachers from public secondary schools, teaching a variety of
subjects at different grade levels. The researcher was provided implied consent to the perspective respondents to
ensure that they voluntarily submit themselves to participate in the study. They were informed that they can
freely withdraw as soon as they wish.
Instruments
The research was patterned after the content of the survey questionnaire.
The survey questionnaire was composed of four major parts. The first section collected demographic data from
the teacher respondents, including their age, sex, length of teaching service, highest educational attainment, and
designation. The subsequent parts focused on instructional leadership skills of Master Teachers, teaching
competencies, and teacher development, respectively.
The first section of the questionnaire collected demographic data from the teacher respondents, including their
age, sex, length of
teaching service, highest educational attainment, and designation. This section was designed
in a checklist format to facilitate straightforward data collection. The demographic information provided a
foundational understanding of the characteristics of the respondents.
The second section of the questionnaire assessed the instructional leadership skills of Master Teachers, adapted
from Federico et al. (2024). It consisted of 10 indicators focusing on the key areas of instructional leadership:
monitoring and evaluation, curriculum enhancement, modeling effective practices, mentorship and coaching,
and professional growth and development. Responses for this section were measured using a four-point Likert
scale: 4 (Highly Evident), 3 (Evident), 2 (Moderately Evident), and 1 (Less Evident). This section aimed to
measure how Master Teachers exhibited leadership in each area, reflecting the depth of their influence on
teaching practices, school management, and teacher development.
The third section of the questionnaire focused on teaching competencies, adapted from Mendoza (2022). It
assessed the competencies of Master Teachers in the areas of subject matter, teaching strategies, classroom
management, and evaluation skills. A four-point Likert scale was also used: 4 (Very High Competence), 3 (High
Competence), 2 (Low Competence), and 1 (Very Low Competence). Each competency area was evaluated using
a set of 10 items, allowing for a detailed assessment of teachers’ strengths and areas for improvement in the
classroom.
The fourth section of the questionnaire explored teacher development, focusing on the professional growth and
performance improvement of teachers as influenced by instructional leadership and teaching competencies. This
section assessed factors such as teacher motivation, engagement, professional development opportunities, and
the impact of Master Teachers' leadership on teachers' growth, effectiveness, and overall teacher development.
Responses were rated using a four-point Likert scale: 4 (Strongly Agree), 3 (Agree), 2 (Disagree), and 1
(Strongly Disagree).
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Procedure
Pre-Data Gathering.
The researcher first secured a letter of request from the Division Superintendent and
School Heads in the Division of Camarines Sur to obtain formal permission to conduct the study. Before
distribution, the researcher prepared the survey questionnaires, which included sections on demographic
data, instructional leadership skills, teaching competencies, and teacher development. A detailed
explanation of the study's purpose and the nature of respondent involvement was prepared, along with clear
instructions for completing the survey. The researcher also prepared the Informed Consent Form, ensuring
all participants would confirm their voluntary participation and guarantee the strict confidentiality of their
responses, adhering to ethical research standards.
Actual Data Gathering.
Upon receiving approval, the researcher distributed the survey questionnaires. The
primary method of distribution was through Google Forms to the master teachers and teachers in public
secondary schools, a strategy used to mitigate risks associated with high heat conditions. For schools lo cated
in remote areas with limited internet access, the researcher personally distributed and collected printed
copies of the questionnaires to ensure full participation. Before they started answering, the researcher
provided the detailed explanation and instructions. Informed consent was then obtained from each
participant.
Post - Data Gathering.
After the respondents completed the survey, the researcher promptly collected all
forms, both the digital responses from Google Forms and the printed copies. The collected data were then
tallied, tabulated, and analyzed to assess the instructional leadership skills, teaching competencies, and
teacher development among the master teachers in the Division of Camarines Sur.
Statistical Analysis
The data were analyzed and interpreted using three key statistical tools. The Weighted Mean and Ranking
were employed to calculate the average level of instructional leadership, teaching competencies, and teacher
development, and then prioritize them based on their mean scores. The Pearson Correlation Coefficient was
used to determine the strength and direction of the relationships between these three variables (instructional
leadership, teaching competencies, and teacher development). Finally, Stepwise Multiple Regression
Analysis was performed to identify which of the independent variables (instructional leadership and teaching
competencies) had a statistically significant impact on the dependent variable, teacher development.
Ethical Considerations
The ethical guidelines for this research followed the standards mandated by the school and adhered to all
research protocols. Informed and voluntary consent was obtained from all participants, assuring them of
their right to withdraw at any point without prejudice. The researcher guaranteed the strict confidentiality
of all data, ensuring it would be used solely for the study. To maintain credibility and reliability, the study
utilized an adequate number of respondents who met the inclusion criteria and supported the findings with
relevant literature. Furthermore, the researcher protected human rights by considering the balance of benefits
and risks, observing protocols for content, comprehension, and documentation of implied consent, preparing
authorization for access to private information, establishing confidentiality procedures, and addressing
issues of debriefing, communications, and conflict of interest.
RESULTS
This section indicates the presentation, analysis, and interpretation of data gathered in this study. The data
were obtained from the standardized questionnaire given on the assessment of the Master Teachers’
Instructional Leadership, Teaching Competencies and Teacher Development in Public Secondary Schools
in the Division of Camarines Sur
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Demographic Profile of the Respondents
Table 1 . Demographic Profile of the Respondents N=289
Indicators
Frequency
Percentage
Sex
Male
130
44.98
Female
159
55.02
Age
20-25 years old
30
10.38
26-30 years old
52
17.99
31-35 years old
58
20.07
36-40 years old
55
19.03
41-50 years old
45
15.57
51-55 years old
39
13.49
56-65 years old
10
3.46
Length of Service
0-5 Years
68
23.53
6-10 Years
71
24.57
11-15 Years.
72
24.91
16-20 Years
66
22.84
21 Years -Above
12
4.15
Educational attainment
Bachelor’s Degree
185
64.01
Master’s Degree Graduate
73
25.26
Doctorate’s Degree
31
10.73
Designation
T I – T III
189
65.40
MT I – MT
100
34.60
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Table 2. Assessment on the level of instructional leadership skills of master teachers in terms of Monitoring
and evaluation
Mean
Verbal Interpretation
Rank
3.67
Highly Demonstrated
2
3.45
Highly Demonstrated
6
3.78
Highly Demonstrated
1
3.56
Highly Demonstrated
4
3.26
Highly Demonstrated
8.5
3.27
Highly Demonstrated
7
3.59
Highly Demonstrated
3
3.26
Highly Demonstrated
8.5
3.03
Highly Demonstrated
10
3.39
Highly Demonstrated
9
3.43
Highly Demonstrated
Legend:1.00-1.74, Not Demonstrated; 1.75-2.49, Partially Demonstrated; 2.50-3.24, Demonstrated 3.25-4.00,
Highly Demonstrated
Table 3. Assessment on the level of instructional leadership skills of master teachers in terms of Curriculu m
enhancement
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. closely work with teachers in discussing curriculum to
enhance teaching competencies.
3.76
Highly Demonstrated
2
2. leads to the preparation of learning materials, localizing
and contextualizing the curriculum.
3.79
Highly Demonstrated
1
3. helps implement the measures by the School's Division to
enhance teaching learning experiences.
3.60
Highly Demonstrated
3
4. create programs that enhance the delivery of curriculum
content.
3.41
Highly Demonstrated
4
5. discuss curriculum goals in relation with teaching
strategies with new teachers.
3.30
Highly Demonstrated
7
6. develop
strategies
that
will
help
foster
learning
absorption.
3.39
Highly Demonstrated
5
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7.
trains younger teachers with effective teaching skills.
3.27
Highly Demonstrated
8
8. interprets salient curriculum areas to ensure that teachers
are enlightened.
3.26
Highly Demonstrated
9
9. initiates group activities that intend to evaluate curriculum
content to achieve academic goals
3.38
Highly Demonstrated
6
10. help track teachers' teaching skills to ensure that each one
is aligned in using effective strategies.
3.25
Highly Demonstrated
10
Grand Mean
3.44
Highly Demonstrated
Legend:1.00-1.74, Not Demonstrated; 1.75-2.49, Partially Demonstrated; 2.50-3.24, Demonstrated 3.25-4.00,
Highly Demonstrated
Table 4. Assessment on the level of instructional leadership skills of master teachers in terms of Modeling
effective practices
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. demonstrate exemplary teaching through consistent
application of research-backed instructional strategies in
my daily lessons
3.61
Highly Demonstrated
6
2. actively showcase effective classroom management
techniques, creating a positive, engaging, and productive
learning environment that serves as a model for colleagues.
3.86
Highly Demonstrated
1
3. model the skillful integration of technology to enhance
teaching and learning, demonstrating innovative and
purposeful uses of digital tools.
3.67
Highly Demonstrated
4.5
4. articulate the rationale behind my instructional choices,
making pedagogical thinking visible and accessible to other
educators through explanations and reflections
3.26
Highly Demonstrated
10
5. provide firsthand examples of effective teaching in action,
allowing colleagues to observe and learn in real-time.
3.35
Highly Demonstrated
9
6. model effective assessment practices, utilizing a variety of
formative and summative strategies to accurately gauge
student understanding and inform instruction.
3.72
Highly Demonstrated
3
7. engage in continuous self-reflection and professional
learning, staying current with educational research and
trends, and demonstrating a commitment to ongoing
improvement.
3.67
Highly Demonstrated
4.5
8. collaboratively planning and sharing resources, model
effective teamwork and the development of high-quality
instructional materials.
3.43
Highly Demonstrated
8
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9. demonstrate effective communication and collaboration
with students, parents, and colleagues, fostering a
supportive and communicative learning community.
3.80
Highly Demonstrated
2
10. model the effective differentiation of instruction to meet the
diverse learning needs of all students, showcasing
strategies for providing equitable access and support.
3.71
Highly Demonstrated
5
Grand Mean
3.61
Highly Demonstrated
Legend:1.00-1.74, Not Demonstrated; 1.75-2.49, Partially Demonstrated; 2.50-3.24, Demonstrated 3.25-4.00,
Highly Demonstrated
Table 5. Assessment on the level of instructional leadership skills of master teachers in terms of Mentorship and
coaching
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. establish trusting and supportive relationships with mentees,
creating a safe space for open dialogue, reflection, and
professional growth.
3.87
Highly Demonstrated
1
2. proactively offer guidance and support to colleagues, sharing
my expertise and insights to help them refine their teaching
practices and achieve their professional goals
3.70
Highly Demonstrated
3
3. leads focused group discussions (FGDs) to explore critical
school issues, guiding teachers in reflective dialogue and
collaborative solution-finding
3.35
Highly Demonstrated
8
4. proactively reminds teachers of important rules and
deliverables, ensuring a supportive structure for compliance
and effective practice.
3.79
Highly Demonstrated
2
5. offers timely, accurate, and specific feedback to teachers in
a collegial manner, promoting self-reflection and continuous
improvement in their performance.
3.40
Highly Demonstrated
7
6. model effective coaching techniques, including active
listening, asking powerful questions, and providing
constructive feedback that encourages self-reflection and
action planning.
3.01
Demonstrated
10
7. continuously monitors and identifies teachers’ professional
development needs, allowing for tailored mentoring and
coaching support
3.53
Highly Demonstrated
4
8. provide specific and actionable insights into a mentee's
practice, focusing on areas for growth and celebrating
successes.
3.44
Highly Demonstrated
6
9. share resources and best practices relevant to a mentee's
needs and context, connecting them with valuable
professional development opportunities.
3.33
Highly Demonstrated
9
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10. modeling continuous learning and reflection inspires
mentees to embrace a growth mindset and engage in ongoing
professional development.
3.29
Highly Demonstrated
10
Grand Mean
3.48
Highly Demonstrated
Legend:1.00-1.74, Not Demonstrated; 1.75-2.49, Partially Demonstrated; 2.50-3.24, Demonstrated 3.25-4.00,
Highly Demonstrated
Table 6. Assessment on the level of instructional leadership skills of master teachers in terms of Personal growth
and professional development
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. engage in professional learning communities and networks,
collaborating with other educators to share ideas, resources,
and innovative strategies
3.56
Highly Demonstrated
5
2. demonstrate resilience and adaptability, viewing challenges
as opportunities for learning and growth within the dynamic
educational landscape.
3.62
Highly Demonstrated
3.5
3. pursue leadership opportunities within and beyond the
school, contributing to the profession through mentorship,
presentations, and other forms of professional sharing.
3.70
Highly Demonstrated
1
4. develop and maintain a professional portfolio that showcases
my growth, accomplishments, and impact on student
learning over time.
3.67
Highly Demonstrated
2
5. collaborate with colleagues on action research or other
professional inquiry projects to investigate and address
specific school or classroom challenges, contributing to the
collective knowledge of the faculty.
3.25
Highly Demonstrated
10
6. actively seek out and participate in professional development
opportunities beyond the school level, such as workshops,
conferences, and advanced studies, to broaden their
perspectives and expertise
3.34
Highly Demonstrated
9
7. contribute to the development and implementation of school-
based professional development programs, sharing their
expertise and facilitating learning opportunities for their peer
3.52
Highly Demonstrated
6
8. stay abreast of current educational trends, research findings,
and policy changes, and they consider their implications for
their practice and the wider school context.
3.62
Highly Demonstrated
3.5
9. build professional networks and engage in collaborative
partnerships with educators within and beyond their school
to exchange ideas, resources, and best practices.
3.30
Highly Demonstrated
8
10. document
and
share
their
professional
growth
and
development experiences, serving as a resource and
3.47
Highly Demonstrated
7
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inspiration for other teachers and contributing to a culture of
continuous improvement within the profession
Grand Mean
3.51
Highly Demonstrated
Legend:1.00-1.74, Not Demonstrated; 1.75-2.49, Partially Demonstrated; 2.50-3.24, Demonstrated 3.25-4.00,
Highly Demonstrated
Table 7. Assessment on the level of teaching competencies of master teachers in terms of Mastery of subject
matter
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. provides a comprehensive and accurate grasp of the subject
matter
3.40
Very Competent
5
2. applies content of knowledge beyond
his/her area of
specialization
3.63
Very Competent
1
3.
integrates subject matter into other fields of knowledge.
3.56
Very Competent
3
4. manifests confidence and firmness with every piece of
information being given in the class.
3.32
Very Competent
8
5. provides students with varied learning experiences for the
intellectual development
3.33
Very Competent
7
6. possesses the skill in science and art of questioning.
3.25
Very Competent
10
7.
cites intra and interdisciplinary content relationship.
3.60
Very Competent
2
8. motivates learners in investigating learning areas to expand
their knowledge and satisfy their curiosity
3.62
Very Competent
4
9.
reflects mastery of the entire subject being taught.
3.34
Very Competent
6
10. provides opportunities for students to practice and apply
learning in real-life situations.
3.28
Very Competent
9
Grand Mean
3.43
Very Competent
Legend:1.00-1.74, Very Incompetent; 1.75-2.49, Less Incompetent; 2.50-3.24, Competent 3.25-4.00, Very
Competent
Table 8. Assessment on the level of teaching competencies of master teachers in terms of Teaching strategies
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. expertly employs a variety of effective teaching strategies that
serve as models for colleagues seeking to expand their own
repertoire.
3.89
Very Competent
2
2. skillful differentiation of instruction demonstrates how to
effectively meet the diverse learning needs of students,
influencing broader school practices.
3.78
Very Competent
3
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3. ability to integrates technology seamlessly and purposefully
into their lessons showcases innovative approaches that others
can learn from and implement.
3.90
Very Competent
1
4. use active learning techniques inspires colleagues to move
beyond passive instruction and engage students more
effectively.
3.61
Very Competent
6
5. adeptness at formative assessment strategies provides practical
examples of how to continuously monitor student
understanding and adjust instruction in real-time
3.70
Very Competent
4
6. ability to creates engaging and motivating learning
experiences demonstrates effective pedagogical approaches
that other teachers strive to emulate.
3.51
Very Competent
7
7. effectively model explicit instruction when needed,
showcasing techniques for clear communication of learning
goals and concepts.
3.65
Very Competent
5
8. use of questioning techniques promotes higher order thinking
and deeper engagement, influencing how other teachers
interact with their students.
3.44
Very Competent
8
9. demonstrates strong abilities in managing group work and
collaborative learning, providing practical strategies for
effective student interaction.
3.41
Very Competent
9
10. mastery of diverse and effective teaching strategies
significantly contributes to the improvement of instructional
delivery and student outcomes within the school/district.
3.38
Very Competent
10
Grand Mean
3.63
Very Competent
Legend:1.00-1.74, Very Incompetent; 1.75-2.49, Less Incompetent; 2.50-3.24, Competent 3.25-4.00, Very
Competent
Table 9.
Assessment on the level of teaching competencies of master teachers in terms of Classroom
management
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1.
utilizes class periods productively.
3.28
Very Competent
10
2. maintains students’ interest and active participation in the
class discussion
3.42
Very Competent
9
3. maintains a classroom atmosphere, friendly and cooperative
to enhance the learning process.
3.79
Very Competent
5
4. comes always ready and prepared adequately for every day’s
learning activities.
3.83
Very Competent
4
5. establishes authority in the classroom effectively by making
students obey rules and regulations set forth
3.92
Very Competent
1
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6.
helps students’ group work run smoothly and effectively.
3.52
Very Competent
8
7. effectively
model
explicit
instruction
when
needed,
showcasing comes to class early and leaves on time
3.65
Very Competent
7
8.
promotes respect for cultural differences in the classroom
3.70
Very Competent
6
9.
ensures orderliness and cleanliness in class
3.91
Very Competent
2
10. provides equal opportunities for students to participate
actively in class.
3.87
Very Competent
3
Grand Mean
3.69
Very Competent
Legend:1.00-1.74, Very Incompetent; 1.75-2.49, Less Incompetent; 2.50-3.24, Competent 3.25-4.00, Very
Competent
Table 11. Assessment on the level of teaching competencies of master teachers in terms of Evaluation skills
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1.
evaluates students’ performances fairly and uses adequate and
accurate standards measures of evaluation.
3.81
Very Competent
4
2.
uses rubrics for scoring and evaluation.
3.76
Very Competent
5
3. evaluates performance of the students on the basis of the
course objectives and most essential learning competencies
through discussions, activities and quizzes.
3.92
Very Competent
2
4. exercises no favoritism
4.00
Very Competent
1
5. provides corrective feedback remedies in oral and written
responses.
3.56
Very Competent
7
6. provides evaluative activities appropriate to student’s abilities,
interests, and needs.
3.67
Very Competent
6
7.
employs varied forms of evaluation tools.
3.88
Very Competent
3
8. allow students to assess their own performances using
appropriate rubrics in some of the activities in the class
3.44
Very Competent
9
9. conducts remedial instruction and enhancement to improve
student’s performance.
3.34
Very Competent
10
10. utilizes evaluation and performance results as basis for
improving instruction.
3.45
Very Competent
8
Grand Mean
3.69
Very Competent
Legend:1.00-1.74, Very Incompetent; 1.75-2.49, Less Incompetent; 2.50-3.24, Competent 3.25-4.00, Very
Competent
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Table 12.
Assessment on the impact do master teachers' instructional leadership skills and teaching
competencies have on the improvement of teacher development in terms of Teacher performance
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. consistently meets or exceeds the learning objectives for
his/her students as outlined in the curriculum.
3.88
Strongly Impacted
3
2. effectively manages classroom behavior and transitions,
creating a positive and orderly learning environment.
3.67
Strongly Impacted
6
3. regularly
provides
constructive,
timely,
and
actionable
feedback to students to support their academic progress.
3.33
Strongly Impacted
10
4. demonstrates a deep and current understanding of the subject
matter he/she teach.
3.62
Strongly Impacted
7
5. accurately assess student learning using a variety of formative
and summative assessment methods.
3.71
Strongly Impacted
4
6. adjust his/ her teaching based on ongoing assessment data to
address student needs.
3.68
Strongly Impacted
5
7. effectively
communicate
student
progress
to
parents/guardians.
3.39
Strongly Impacted
9
8. differentiate instruction to meet the needs of all learners,
including those with diverse abilities and backgrounds.
3.40
Strongly Impacted
8
9. maintains
accurate
and
organized
records
of
student
performance and attendance.
3.92
Strongly Impacted
1
10. consistently adheres to school policies and procedures.
3.90
Strongly Impacted
2
Grand Mean
3.65
Strongly Impacted
Legend:1.00-1.74, No Impact; 1.75-2.49, Slightly Impacted; 2.50-3.24, Impacted 3.25-4.00, Strongly Impacted
Table 13. Assessment on the impact do master teachers' instructional leadership skills and teaching competencies
have on the improvement of teacher development in terms of Professional growth
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. actively seeks out and participate in professional development
opportunities relevant to his/her teaching role and
professional goals.
3.62
Strongly Impacted
4
2. regularly reflects on his/her teaching practices and identify
areas for improvement.
3.32
Strongly Impacted
8
3. applies new knowledge, strategies, and technologies gained
from professional development to his/her classroom practice.
3.34
Strongly Impacted
7
4. engages in professional learning communities or collaborative
groups to enhance his/her skills.
3.76
Strongly Impacted
3
5. seeks
constructive
feedback
from
peers,
mentors,
or
supervisors to improve his/her teaching.
3.60
Strongly Impacted
5
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6. stays informed about current educational research, trends, and
best practices.
3.79
Strongly Impacted
2
7.
pursue opportunities to take on leadership roles within the
school or professional organizations.
3.27
Strongly Impacted
10
8. opens to experimenting with new teaching approaches and
evaluating their effectiveness.
3.30
Strongly Impacted
9
9. maintains an up-to-date professional portfolio or record of
his/her development.
3.80
Strongly Impacted
1
10. continuously strives to refine his/her pedagogical skills and
content knowledge.
3.49
Strongly Impacted
6
Grand Mean
3.53
Strongly Impacted
Legend:1.00-1.74, No Impact; 1.75-2.49, Slightly Impacted; 2.50-3.24, Impacted 3.25-4.00, Strongly Impacted
Table 14. Assessment on the impact do master teachers' instructional leadership skills and teaching competencies
have on the improvement of teacher development in terms of Instructional practices
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. designs and delivers engaging lessons that capture students'
interest and promote active participation.
3.27
Strongly Impacted
10
2. clearly communicates learning objectives and expectations to
his/her students.
3.79
Strongly Impacted
3
3. uses a variety of teaching methods and strategies (e.g., direct
instruction, group work, projects) to cater to diverse student
learning styles and needs.
3.94
Strongly Impacted
1
4. integrates technology effectively and
meaningfully to
enhance student learning and engagement in his/her lessons.
3.88
Strongly Impacted
2
5. fosters critical thinking, problem-solving, and creativity in
his/her students.
3.64
Strongly Impacted
5
6. provides opportunities for students to collaborate and learn
from each other.
3.34
Strongly Impacted
9
7. creates a classroom environment that encourages inquiry,
exploration, and risk-taking.
3.72
Strongly Impacted
4
8. effectively uses questioning techniques to stimulate student
thinking and understanding.
3.39
Strongly Impacted
8
9. provides clear and structured activities that guide students
towards achieving learning outcomes.
3.45
Strongly Impacted
6
10. makes connections between the curriculum content and real-
world applications.
3.49
Strongly Impacted
7
Grand Mean
3.60
Strongly Impacted
Legend:1.00-1.74, No Impact; 1.75-2.49, Slightly Impacted; 2.50-3.24, Impacted 3.25-4.00, Strongly Impacted
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Table 15. Assessment on the impact do master teachers' instructional leadership skills and teaching competencies
have on the improvement of teacher development in terms of Teacher motivation and engagement
Indicative Statements
The Master Teacher ..
Mean
Verbal Interpretation
Rank
1. highly motivated and enthusiastic about his/her teaching
profession.
3.80
Strongly Impacted
3
2. feels a strong sense of purpose and fulfillment in his/her
role as an educator.
3.92
Strongly Impacted
1
3. actively collaborates with colleagues to improve teaching
practices and student outcomes.
3.76
Strongly Impacted
5
4.
feels valued and supported by the school administration.
3.54
Strongly Impacted
7
5. Have a positive relationship with his / her students and their
families.
3.79
Strongly Impacted
4
6. resilient in the face of challenges and setbacks in his/ her
teaching.
3.49
Strongly Impacted
8
7. committed to the success and well-being of all his/her
students.
3.81
Strongly Impacted
2
8. actively participates in school-wide initiatives and events
beyond his/her classroom duties.
3.45
Strongly Impacted
9
9. believes his/her contributions positively impact student
learning and the school community.
3.67
Strongly Impacted
6
10. maintains a healthy work-life balance to sustain his/her
passion for teaching.
3.31
Strongly Impacted
10
Grand Mean
3.65
Strongly Impacted
Legend:1.00-1.74, No Impact; 1.75-2.49, Slightly Impacted; 2.50-3.24, Impacted 3.25-4.00, Strongly Impacted
Table 16. Test of significant relationship between master teachers’ instructional leadership and teaching
competencies
Variable 1
Variable 2
Correlation
co-efficient
Interpretation
P-
value
Decision
Remarks
master
teachers’
instructional
leadership
Master
teachers’
teaching
competencies
0.709
High
Positive
Correlation
0.001
Reject Ho
With
Significant
Relationship
Legend: .00 to .30 (.00 to .- .30) Negligible correlation; .30 to .50 (-.30 to - .50) Low positive (negative)
correlation; .50 to .70 (-.50 to - .70), Moderate positive (negative) correlation; .70 to .90 (-.70 to -.90) High
positive (negative) correlation; .90 – 1.00 (-.90 – 1.00) Very high positive (negative) correlation
Note: If the p-value is less than or equal to (0.05), reject Ho, otherwise Failed to reject Ho
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Table 17. Test of significant relationship between master teachers’ instructional leadership and teacher
development
Variable 1
Variable 2
Correlation
co-efficient
Interpretation
P-value
Decision
Remarks
master
teachers’
instructional
leadership
master
teachers’
teacher
development
0.612
High
Positive
Correlation
0.001
Reject Ho
With
Significant
Relationship
Legend: .00 to .30 (.00 to .- .30) Negligible correlation; .30 to .50 (-.30 to - .50) Low positive (negative)
correlation; .50 to .70 (-.50 to - .70), Moderate positive (negative) correlation; .70 to .90 (-.70 to -.90) High
positive (negative) correlation; .90 – 1.00 (-.90 – 1.00) Very high positive (negative) correlation
Note: If the p-value is less than or equal to (0.05), reject Ho, otherwise Failed to reject Ho
Table 18. Test of significant relationship between master teachers’ teaching competencies and teacher
development
master teachers’
teaching
competencies
master
teachers’
teacher development
0.790
High
Positive
Correlation
0.001
Reject Ho
With
Significant
Relationship
Legend: .00 to .30 (.00 to.- .30) Negligible correlation; .30 to .50 (-.30 to - .50) Low positive (negative)
correlation; .50 to .70 (-.50 to - .70), Moderate positive (negative) correlation; .70 to .90 (-.70 to -.90) High
positive (negative) correlation; .90 – 1.00 (-.90 – 1.00) Very high positive (negative) correlation
Table 19. Model Summary using Multiple Regression Analysis
Model
R value
R Square
Adjusted R Square
Interpretation
Independent
(instructional
leadership skills and teaching
competencies)
Dependent
(teacher development)
0.701
0.409
0.280
With
significant
Relationship
Table 20. ANOVA
Model
Sum of Squares
Mean Square
F-Value
P-Value
Interpretation
Regression
9.113
0.501
17.021
0.001
With
significant
Impact
Residual
12.430
0.801
Total
21.543
Table 21. Coefficient
Independent Variables
Dependent Variable
B-Value
P-Value
Interpretation
instructional leadership skills
teacher development
0.310
0.001
With significant Impact
teaching competencies
0.341
0.001
With significant Impact
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Table 22. Project CESAR (Coaching and Excellence for Strategic Alignment of Resources) Leading the Way:
Empowering Master Teachers to Drive Teacher Development
Key
Performance
Indicators
(KPI)
Objectives
Activities
Budgetary
Requirements
/ Resources
Persons
Involved
Monitoring
and
Evaluation
Success
Indicators
Instructional
Leadership
Strengthen
master
teachers’
capacity
to
lead
and
mentor
peers
Conduct
leadership and
coaching
workshops
-
Establish
Professional
Learning
Communities
(PLCs)
-
Assign
master
teachers
to
lead
school-
based
improvement
initiative
Training
modules,
facilitator fees,
digital
platforms,
meeting spaces
Master
Teachers,
School
Heads,
Division
Supervisors
Attendance
logs,
leadership
performance
reviews,
peer
feedback
80%
of
master
teachers lead
or
co-lead
PLCs and
school
initiatives
Teaching
Competencies
Enhance
pedagogical
expertise
and
modeling of
best
practices
Create
demonstration
classrooms
-
Implement
lesson
study
and
peer
observation
cycles
-
Provide
training
on
differentiated
instruction
and
assessment
Instructional
materials,
video
documentation
tools, coaching
guides
Master
Teachers,
Department
Heads,
Classroom
Teachers
Observation
rubrics,
strategy
adoption
tracking,
post-training
evaluations
75%
of
teachers
adopt at least
one modeled
strategy
from master
teachers
Teacher
Development
Improve
professional
growth,
motivation,
and
instructional
practices of
teachers
Facilitate
mentoring
sessions
and
feedback
cycles
-
Support
portfolio
development
and reflective
practice
-
Organize
school-based
PD programs
and action
Portfolio
templates,
mentoring
logs,
PD
materials, time
allocation
Master
Teachers,
Teachers, PD
Coordinators,
School Heads
Portfolio
audits,
performance
reviews,
teacher
satisfaction
surveys
85%
of
teachers
show growth
in
performance
ratings
and
maintain
updated PD
portfolios
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DISCUSSION
This presents the overall result of the study Assessing the .Master Teachers’ Instructional Leadership,
Teaching competencies and Teacher Development in Public Secondary Schools in the Division of Camarines
Sur.
Level of Demographic Profile
It reveals a workforce that is predominantly female reflecting national trends in Philippine education. The
teachers are generally in their early to mid-career stages, with the largest age group being 31 –35 years old
and the majority having 6–15 years of service. In terms of educational background, most hold a Bachelor’s
Degree though a substantial portion has earned Master’s or Doctorate Degrees The designation profile shows
a clear career progression pipeline, with Teacher I to III comprising the majority while Master Teachers I
to IV make up 34.60% of the respondents.
It suggests a seasoned yet dynamic workforce with a strong capacity for growth. The concentration of teachers
in the early to mid-career stages (ages 31–40 and 6–15 years of service) indicates a high potential for instructional
innovation and leadership development. The substantial percentage of teachers with advanced degrees (Master's
and Doctorate) should be leveraged through programs that utilize their expertise for school-wide improvement
and research. Finally, the designation distribution highlights the need for differentiated professional
development, ensuring new teachers receive mentorship while empowering the core group of Master Teachers
to lead and sustain instructional initiatives.
Level of instructional leadership skills of master teachers
Assessment on the level of instructional leadership skills of master teachers in terms of Monitoring and
evaluation
Master teachers Highly Demonstrate instructional leadership in Monitoring and Evaluation, with a grand mean
of 3.43. Their strongest skill is the ability to lead Focused Group Discussions (FGDs) to address critical school
issues (Mean = 3.78, Rank 1), indicating a strong culture of participatory and shared leadership for continuous
improvement. This practice aligns with fostering reflective spaces for co-analyzing problems and co-designing
solutions, as supported by Anderson (2021). While their relational leadership and facilitation skills are evident,
the variation in indicator scores suggests a need for professional development to enhance their analytical and
evaluative competencies. This would ensure they lead with a more balanced skill set that integrates both empathy
and precision in instructional oversight.
Assessment on the level of instructional leadership skills of master teachers in terms of Curriculum enhancement
Master teachers Highly Demonstrate their instructional leadership skills in Curriculum Enhancement, earning a
grand mean of 3.44. Their most significant strength is their ability to lead the preparation of learning materials,
localizing and contextualizing the curriculum (Mean = 3.79, Rank 1). This confirms their essential role as key
agents of instructional reform, ensuring curriculum delivery is relevant, inclusive, and culturally aligned with
student realities. In contrast, the lowest-rated, yet still Highly Demonstrated, indicator is their ability to help
track teachers' teaching skills to ensure alignment with effective strategies (Mean = 3.25, Rank 10). This relative
gap suggests that while master teachers excel in creative and collaborative aspects of curriculum work, their
evaluative and monitoring functions may require strengthening, specifically in systematic tracking, data
utilization, and providing feedback to ensure instructional consistency and quality across all classrooms. The
overall high score affirms their strong commitment, but the variation highlights the need for a more balanced
focus on both curriculum adaptation and consistent instructional alignment
Assessment on the level of instructional leadership skills of master teachers in terms of Modeling effective
practices
Master teachers Highly Demonstrate their instructional leadership skills in Modeling Effective Practices,
confirmed by a strong grand mean of 3.61. Their greatest strength is their ability to actively showcase effective
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classroom management techniques (Mean = 3.86, Rank 1). This demonstrates their high proficiency in creating
exemplary, structured, and engaging learning environments, establishing them as pivotal leaders who shape
school-wide norms for instructional excellence.As Bell and Thompson (2021) emphasized, modeling best
practices in classroom management not only enhances student engagement but also fosters a culture of
instructional excellence among colleagues. Conversely, the lowest-rated, though still Highly Demonstrated,
indicator is their ability to articulate the rationale behind instructional choices (Mean = 3.26, Rank 10). This
relative weakness suggests a potential gap in making their pedagogical thinking visible; while they consistently
apply effective strategies, the ability to clearly explain the "why" behind their choices needs greater emphasis.As
Miller and Peterson (2023) noted, modeling without reflection limits the transferability of practices The overall
high score reflects their commitment to instructional excellence through consistent modeling, but the variance
highlights the need to strengthen the reflective and communicative aspects of their leadership to better mentor
peers through transparent, intentional, and collaborative instructional discourse.
Assessment on the level of instructional leadership skills of master teachers in terms of Mentorship and coaching
Master teachers Highly Demonstrate instructional leadership in mentorship and coaching (Grand Mean = 3.48).
The highest-rated skill is their ability to establish trusting and supportive relationships with mentees (Mean =
3.87, Rank 1), underscoring their capacity to foster psychological safety, a finding consistent with Anderson and
Clark's (2021) emphasis on trust as the foundation of effective mentorship. This highlights their role as relational
anchors who empower colleagues. Conversely, the lowest-rated indicator is the ability to model effective
coaching techniques (Mean = 3.01, Rank 10), interpreted as merely "Demonstrated." This suggests a gap in
formal coaching skills, such as active listening and constructive feedback, which, as Turner and Patel (2022)
noted, require distinct analytical and interpersonal skills beyond informal support. The data implies that while
relational mentoring is strong, focused training in formal coaching models and feedback strategies is needed to
deepen the impact of master teachers' development practices.
Assessment on the level of instructional leadership skills of master teachers in terms of Personal growth and
professional development
Master teachers Highly Demonstrate instructional leadership in Personal Growth and Professional Development
(Grand Mean = 3.51). The strongest area is their ability to pursue leadership opportunities within and beyond
the school (Mean= 3.70, Rank 1), confirming the assertion by Davis and Ward (2021) that personal growth drives
instructional leadership. This indicates master teachers are active, influential figures who shape the professional
landscape through mentorship and knowledge dissemination. The lowest-rated, though still Highly
Demonstrated, indicator is the ability to collaborate on action research or professional inquiry projects (Mean =
3.25, Rank 10). This relative gap suggests that while reflective practice is strong, formal, systematic inquiry may
be underutilized due to potential limitations in time or institutional support. As Brown and Roberts (2023)
highlighted, action research is a vital tool for refining instruction. Therefore, providing structured platforms and
incentives for research collaboration could deepen the master teachers' impact on instructional innovation and
systemic change.
Overall Implications
The findings affirm that master teachers are highly effective instructional leaders who excel in participatory
leadership and modeling excellence. The key implication is the need for targeted professional development to
strategically enhance their evaluative acumen and analytical skills. Training should focus on incorporating
formal coaching frameworks and instructional analytics to empower master teachers to move beyond strong
relational support toward systematic monitoring, data-driven decision-making, and research-based instructional
innovation. This will ensure they lead with a balanced skill set, integrating both empathy and precision for
broader, sustained school improvement.
Level of teaching competencies of master teachers
The assessment of Master Teachers' instructional competence reveals a consistently high level of expertise across
the core domains of effective teaching: Mastery of Subject Matter, Teaching Strategies, Classroom Management,
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and Evaluation Skills. This comprehensive skill set is the cornerstone of their instructional leadership. They are
expected to exhibit a profound and current knowledge of their discipline, translating complex content into
innovative and engaging teaching strategies tailored to diverse learners.
Assessment on the level of teaching competencies of master teachers in terms of Mastery of subject matter
Master teachers in the Division of Camarines Sur demonstrate Very Competent mastery of subject matter (Grand
Mean = 3.43), underpinned by a significant strength in applying content knowledge beyond their specialization
(Mean= 3.63, Rank). This high competence reflects a broad, flexible understanding that facilitates
interdisciplinary connections. As Chen and Zhang (2022) underscore, subject mastery transcending
specialization enhances instructional adaptability and fosters critical thinking, making learning dynamic and
relevant. Conversely, the lowest-rated indicator is the ability to possess the science and art of questioning (Mean
= 3.25, Rank 10), indicating a potential area for pedagogical enhancement. Though still rated "Very Competent,"
this relative weakness suggests a need to strengthen skills in using questioning as a tool for inquiry and deeper
understanding. Brown and Wilson (2024) highlight that effective questioning is essential for scaffolding student
learning and promoting higher-order thinking. Thus, while content knowledge is robust, focused professional
development on questioning techniques is essential to elevate classroom discourse and fully cultivate a culture
of curiosity and intellectual rigor.
Assessment on the level of teaching competencies of master teachers in terms of Teaching strategies
Master teachers in the Division of Camarines Sur demonstrate Very Competent use of Teaching Strategies
(Grand Mean = 3.63), with a notable strength in integrating technology seamlessly and purposefully into lessons
(Mean = 3.90, Rank ). This high rating indicates a strong capacity to adopt digital tools that enhance instruction
and engagement. As Williams and Foster (2023) observed, technology-enhanced strategies empower educators
to personalize learning and foster collaboration, positioning master teachers as leaders in digital literacy and
pedagogical innovation.However, the lowest-rated indicator, though still "Very Competent," is the mastery of
diverse and effective teaching strategies (Mean = 3.38, Rank 10). This suggests that while proficient in specific
techniques, there is room to broaden their repertoire and deepen strategic flexibility across different contexts.
Adams and Porter (2022) emphasized that the ability to flexibly adapt and combine strategies is crucial for
meeting the evolving needs of learners. Therefore, professional development should focus on enhancing
pedagogical versatility and encouraging reflective experimentation with diverse instructional models to promote
holistic mastery and strategic coherence.
Assessment on the level of teaching competencies of master teachers in terms of Classroom management
Master teachers in the Division of Camarines Sur are Very Competent in Classroom Management (Grand Mean
= 3.69). Their core strength is establishing authority and ensuring adherence to rules (Mean = 3.92, Rank ),
which, according to Hughes and Daniels (2022), minimizes disruption and is foundational for effective
instruction.However, the lowest-rated, yet still "Very Competent," area is the ability to utilize class periods
productively (Mean = 3.28, Rank 10). This suggests a need to refine skills in time management and instructional
pacing. Clark and Thompson (2024) affirm that effective time use is critical for maximizing learning outcomes.
Therefore, while behavioral control is strong, targeted support in planning and time-on-task strategies is
recommended to boost overall classroom efficiency and student achievement.
Assessment on the level of teaching competencies of master teachers in terms of Evaluation skills
Master teachers in the Division of Camarines Sur are rated Very Competent in Evaluation Skills (Grand Mean
= 3.69), with a core strength in exercising no favoritism (Mean = 4.00, Rank ). This commitment to objectivity
is fundamental, as Clark and Lewis (2022) highlighted that impartial evaluation builds trust and reinforces the
credibility of assessment practices.Conversely, the lowest-rated, though still "Very Competent," indicator is the
ability to conduct remedial instruction and enhancement to improve student performance (Mean = 3.34, Rank ).
This suggests a potential gap in translating assessment data into targeted interventions. Reyes and Santos (2023)
noted that effective evaluation must be coupled with responsive instructional adjustments. Therefore, while
technical assessment skills are strong, supporting master teachers with time and resources for implementing
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remedial strategies is crucial to ensure evaluation fully serves as a catalyst for continuous instructional
improvement and student success.
Overall Implications
The overall assessment reveals that the master teachers in the Division of Camarines Sur are Very Competent
across all four domains: Mastery of Subject Matter (Grand Mean = 3.43), Teaching Strategies (Grand Mean =
3.63), Classroom Management (Grand Mean = 3.69), and Evaluation Skills (Grand Mean = 3.69). Their core
strengths lie in applying content knowledge beyond specialization, integrating technology purposefully,
establishing classroom authority effectively, and exercising fairness and objectivity in evaluation. This high level
of competence positions them as critical instructional leaders. However, the variation in scores across indicators
points to key areas for strategic professional development: strengthening the science and art of questioning to
elevate classroom discourse and foster inquiry, expanding the mastery of diverse teaching strategies for greater
pedagogical versatility, optimizing the productive utilization of class periods to maximize learning time, and
enhancing the implementation of remedial instruction to effectively translate assessment data into targeted
student support. Addressing these specific gaps will ensure that master teachers not only maintain their content
and management expertise but also fully activate student inquiry and continuously refine instruction, cementing
their role as catalysts for pedagogical innovation and sustained student achievement.
The Impact of Master Teachers' Instructional Leadership on Teacher Development
Assessment on the impact do master teachers' instructional leadership skills and teaching competencies have on
the improvement of teacher development in terms of Teacher performance
The assessment confirms that master teachers Strongly Impact teacher performance (Grand Mean = 3.65). The
indicator with the highest impact is their ability to maintain accurate and organized records of student
performance and attendance ({Mean = 3.92, Rank 1), highlighting their strong accountability and organizational
skills. This aligns with Peterson and Diaz (2023), who emphasized that accurate record-keeping reinforces
transparency and supports data-driven instruction. This suggests their leadership is foundational to institutional
trust and instructional quality. Conversely, the lowest-rated indicator, though still Strongly Impacted, is the
ability to regularly provide constructive, timely, and actionable feedback to students (Mean= 3.33, Rank 10).
This relative gap suggests challenges in sustaining individualized, formative practices, which Young and Harris
(2022) noted are essential for guiding student improvement. Therefore, while procedural competencies are
strong, focused support in advanced feedback strategies could further enhance master teachers' instructional
responsiveness and overall impact.
Assessment on the impact do master teachers' instructional leadership skills and teaching competencies have on
the improvement of teacher development in terms of Professional growth
The assessment confirms that master teachers Strongly Impact teacher development in Professional Growth
(Grand Mean = 3.53). Their strongest contribution is their ability to maintain an up-to-date professional portfolio
or record of development (Mean = 3.80, Rank 1), demonstrating their commitment to reflective learning and
career advancement. This practice aligns with Davis and Ward (2021), who noted that actively tracking
development amplifies growth and facilitates goal-setting. Conversely, the lowest-rated, though still Strongly
Impacted, indicator is the ability to pursue leadership roles within the school or professional organizations (Mean
= 3.27, Rank 10). This relative score suggests potential barriers or limited opportunities hindering them from
assuming formal, broader leadership positions. As emphasized by Brown and Roberts (2023), clear pathways
and recognition are necessary for effective leadership development. Thus, while master teachers model internal
growth, school systems should cultivate leadership pipelines to empower them to drive strategic, systemic
change.
Assessment on the impact do master teachers' instructional leadership skills and teaching competencies have on
the improvement of teacher development in terms of Instructional practices
The assessment confirms that master teachers Strongly Impact teacher development in Instructional Practices
(Grand Mean = 3.60). The highest-rated impact is their ability to use a variety of teaching methods and strategies
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(Mean = 3.94, Rank 1), underscoring their instructional versatility. This effectiveness in diversifying pedagogy
aligns with Johnson and Williams (2023), who noted that versatility models pedagogical innovation for peers
and elevates instructional quality. Conversely, the lowest-rated, though still Strongly Impacted, indicator is the
ability to design and deliver engaging lessons that capture students' interest and promote active participation
(Mean = 3.27, Rank 10). This relative score, which Cruz and Mendoza (2022) noted is foundational to learning,
suggests a need for targeted enhancement in lesson design, pacing, and student motivation strategies. Thus, while
master teachers excel in technical and strategic teaching, further focus on the affective and motivational
dimensions of instructional design will sustain a holistic culture of excellence.
Assessment on the impact do master teachers' instructional leadership skills and teaching competencies have on
the improvement of teacher development in terms of Teacher motivation and engagement
The assessment confirms that master teachers Strongly Impact teacher Motivation and Engagement (Grand Mean
= 3.65). The strongest factor is their ability to feel a strong sense of purpose and fulfillment in their role (Mean
= 3.92, Rank 1), which, as Aquino and Ramos (2023) highlighted, fuels their instructional leadership and inspires
a culture of excellence. This underscores their role as powerful intrinsic motivators. Conversely, the lowest -
rated, though still Strongly Impacted, indicator is the ability to maintain a healthy work-life balance to sustain
passion for teaching (Mean = 3.31, Rank 10). This relative score reflects the demanding nature of the role, an
issue closely tied to institutional support and workload, as noted by Dela Cruz and Valdez (2022). Therefore,
while their emotional engagement is robust, administrative efforts—such as wellness programs and workload
management—are needed to sustain their resilience and long-term effectiveness.
Overall Implications
The assessment consistently reveals that master teachers Strongly Impact teacher development across all
measured domains, including Teacher Performance, Professional Growth, Instructional Practices, and Teacher
Motivation and Engagement (with Grand Means ranging from 3.53 to 3.65). The key implication is that these
teachers are vital foundational leaders whose strengths lie in modeling accountability (e.g., accurate record -
keeping, (Mean = 3.92), pedagogical versatility (e.g., using a variety of methods, (Mean = 3.94), and intrinsic
motivation (e.g., strong sense of purpose, (Mean = 3.92). However, a persistent gap exists in two critical areas:
advanced interpersonal skills and structural/institutional support. The lower-rated indicators point to challenges
in providing constructive, timely feedback to students (Mean = 3.33) and a relative lack of engagement in formal,
external leadership roles {Mean = 3.27), coupled with strain on work-life balance (Mean = 3.31). This variation
suggests that while master teachers are highly effective in their technical and personal practices, school systems
must strategically intervene by offering targeted training in formative communication and by establishing clear
leadership pipelines, wellness programs, and workload management to sustain their influence and fully harness
their potential for systemic, transformative change.
Correlation Analysis Between between master teachers’ instructional leadership and teaching
competencies
A strong positive correlation (r = 0.709, p = 0.001) confirms that master teachers’ instructional leadership
significantly enhances their teaching competencies, reinforcing the need for sustained investment in
leadership development..
Correlation Analysis Between master teachers’ instructional leadership and teacher development
A statistically significant positive correlation (r = 0.612, p = 0.001) confirms that s tronger instructional
leadership among master teachers directly enhances teacher development, underscoring the value of
empowering them with leadership roles and structured support to elevate professional growth and
instructional quality.
Correlation Analysis Between master teachers’ instructional leadership and teacher developmentteaching
competencies and teacher development
A statistically significant and strong positive correlation (r = 0.790, p = 0.001) confirms that master teachers’
teaching competencies substantially enhance teacher development, emphasizing the importance of investing
in competency-based training and collaborative professional growth initiatives.
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Instructional leadership skills and teaching competencies, both individually and combined, are significant
predictors of teacher development, with a strong overall relationship (R = 0.701), explaining 40.9% of the
variance and showing that teaching competencies (B = 0.341) slightly outweigh leadership skills (B = 0.310)
in their direct impact—underscoring the need for integrated professional development that enhances both
domains.
CONCLUSION
The conclusions reveal that the Master Teachers in the Division of Camarines Sur are a highly experienced
and adaptable workforce, predominantly aged 31 –40 with 6–15 years of service. They Highly Demonstrate
their instructional leadership across all measured domains, particularly modeling effective practices and
mentorship and coaching, though they need strengthening in areas like formal coaching techniques, system-
level assessment, and instructional alignment monitoring. Similarly, they are rated as Very Competent in all
teaching domains, excelling in classroom management and evaluation, but should focus on enhancing
questioning techniques and remedial instruction. Crucially, the analysis confirmed that both instructional
leadership and teaching competencies Strongly Impact teacher development, with their combined predictive
power validated by the multiple regression analysis, confirming the need for integrated professional
development programs.
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