Abstract
This study aimed to determine the master teachers’ instructional competence correlates to their performance as technical assistance providers, which served as inputs for training development programs during the school year 2025-2026. The perception of the master teachers and teachers as regards the instructional competence of master teachers correlates to their performance as technical assistance providers. Regarding mastery of the subject matter skills, the teacher-respondents got a composite mean of 3.48. In contrast, the master teacher-respondents got 3.56, both verbally interpreted as Very Strongly Agree. Regarding teaching strategy skills, the teacher-respondents got a composite mean of 3.36, while the master teacher-respondents got 3.44, both verbally interpreted as Very Strongly Agree. In terms of classroom management skills, the teacher and the master respondents got a composite mean of 3.42, which was both verbally interpreted as Very Strongly Agree. In terms of evaluation skills, the teacher-respondents got a composite mean of 3.35, while the master teacher-respondents got 3.45, which were both verbally interpreted as Very Strongly Agree. In terms of mentoring skills, the teacher-respondents got a composite mean of 3.46, while the master teacher-respondents got 3.59, which were both verbally interpreted as Very Strongly Agree. The significant difference between the perceptions of the two groups of respondents, as regards the instructional competence of master teachers, correlates to their performance as technical assistance providers concerning the variables mentioned above. There is no significant difference between the perceptions of the two groups of respondents as regards the instructional competence of master teachers as correlated to their performance as technical assistance providers concerning the variables mentioned above.
