Instructional Supervision and Leadership Skills of Master Teachers in the Division of Manila: Input for an Enhancement Training Program

Abstract

Abstract The goal of this study is to assess the quality of instructional leadership and supervision among master teachers of the elementary school in the Division of Manila. One of the numerous duties of a master teacher is to mentor other teachers, provide technical support for subject and skills challenges, plan programs to build capacity, and carry out action research in their local schools. The item "Assisting the school head in instructional monitoring of teachers." received the highest weighted mean of 4.21 and was interpreted as "Highly Manifested," meaning that master teachers provided outstanding assistance in monitoring teachers in the classroom when the school head was not present. This is also one of a master teachers' primary duties and responsibilities. The weighted average score overall was 4.07, which was considered extremely manifest. It denotes that master teachers excelled at coaching teachers' performance, providing technical support for subject and skill challenges, designing capacity development programs, and carrying out action research in their own schools. In light of the study's noteworthy results and conclusions to achieve the objectives of strengthening the concrete, focused, and recognized roles of master teachers, the schools should organize a thorough Master Teacher's Enhancement Leadership Training Program and carefully planned activities with desired goals for instructional management and operation undertakings. Execute and assess the master teachers' enhanced leadership program, which is an important leadership development tool for them since it forms the foundation for addressing their needs as instructional leaders. Keywords: correlating, enhancement training, instructional supervision, leadership skills, master teachers