Abstract
The study was conducted to assess the instructional supervisory competencies of the master teachers in the Division of Rizal during the school year 2022-2023. The study utilized descriptive evaluative that used survey checklist that included the 178 master teachers through Slovenes formula. Frequency counts, weighted means, percentages, and Pearson r were the statistical tools used with the questionnaire-checklist administered to the respondents. The study assessed the profile of the respondents as to personal variables such as age, gender, civil status, highest educational attainment, and instructional supervisory experience. Likewise, the frequency and mean on the instructional supervisory practices of the master teachers in content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. The study revealed that the master teachers are highly proficient in terms of curriculum and planning, assessment and reporting skills, community linkages and professional engagement skills and personal growth and professional development skills. The levels of instructional supervisory competencies of the master teachers were significantly correlated as assessed by the master teachers themselves and by the teachers in terms of learning environment, diversity of learners and assessment and reporting. There was no significant relationship on the level of supervisory competencies of the master teachers in terms of their profile. The majority of the master teachers are in favor of having an enhanced continuous personal and professional development program. The study recommended that master teachers and aspiring master teachers must be required to finish post graduate studies. Master teachers must acquire experience and attend seminars, workshops, and meetings which are relevant to their supervisory work. They should continue updating themselves on current trends, especially in the field of education. Master teachers must be capacitated on the performance of their duties and responsibilities, on enhancing their instructional supervisory competencies, and on administrative functions that they are directly performing in school. An ongoing personal and professional development and training program for master teachers on supervisory competencies and practices should be a priority area to prepare and train future effective and efficient master teachers. Master teachers need to be engaged in a professional learning community to enhance their competence as instructional leaders and discuss concerns related to their duties and responsibilities.
