Abstract
This study was conducted to determine the relationship between instructional and supervisory competencies and research productivity of master teachers in the City Schools Division of Dasmariñas Cavite to serve as basis for competency enhancement plan. It specifically sought to describe the socio-demographic profile of the participants, determine level of instructional and supervisory competencies, and research productivity, compare the difference in the instructional and supervisory competencies and research productivity when grouped according to socio-demographic profile, determine the difference among the following components of instructional competencies and finally to determine the relationship among instructional and supervisory competencies, instructional competencies and research productivity, and supervisory competencies and research productivity. This study used a descriptive-correlational research design and surveyed 192 master teachers using researcher-made questionnaire. The result shows that most of the master teachers aged 45 to 59 years old, female with a master’s degree, served as master teachers within 5 years and below, taught elementary level, and had attended more than 2 research trainings. Moreover, master teachers, are very competent on the level of instructional and supervisory competencies. However, less productive on the level of research productivity. Furthermore, both in the instructional and supervisory competencies have a significant difference in educational attainment and length of service as to research productivity. Moreover, there is a significant difference revealed among components of instructional competencies. Lastly, instructional and supervisory competencies were significantly related. However, there is no significant relationship between instructional competencies and research productivity, as well as between supervisory competencies and research productivity. It is recommended to design professional development programs, establish continuous development systems, utilize their supervisory skills for mentoring, incentivize research activities, incorporate educational attainment and length of service in recruitment, invest in classroom management programs, adopt a competency enhancement plan, foster a research culture, and consider research utilization and citation in future research.
