Abstract
This study examined the levels of competence among master teachers in mastery of subject matter, teaching strategies, classroom management, evaluation, and coaching and mentoring. Additionally, the study assessed teachers' instructional practices as prescribed by the Philippine Professional Standards for Teachers-Results-Based Performance Management System (PPST-RPMS) across various domains, as well as learners' achievements in numeracy, literacy, and overall academic performance. The challenges faced by master teachers in coaching and mentoring were identified, and the strategies used to address these challenges were explored. A descriptive method with impact analysis was utilized, involving 376 respondents from SDO Quezon Province, SDO Lucena City, and SDO Tayabas City in DepEd CALABARZON. Data collection was conducted using a validated, researcher-made survey questionnaire, and statistical analyses included weighted mean, Spearman's Rank Correlation, and Structural Equation Modeling (SEM). Findings revealed that master teachers were highly competent across all dimensions of instructional leadership, with very high competence in teaching strategies. Teachers’ instructional practices were consistently highly practiced in all domains, while learners' achievements were very satisfactory in literacy, numeracy, and general academic performance. Moreover, a significant positive impact of master teachers’ instructional leadership competence on teachers’ practices and learners’ achievements was observed. There was a direct relationship between master teachers’ competencies and learners’ outcomes, with a significant correlation, along with teachers’ instructional practices and learners' levels of numeracy, literacy, and general academic performance, which rejected the null hypothesis. Key challenges included insufficient training, lack of support, and unclear roles in coaching and mentoring. The study proposed the "Master Teachers’ Coaching Handbook (MaTCH)" as an instructional leadership guide to address these challenges and enhance competencies. The findings suggest implications for policy formulation, professional development, and instructional leadership practices, aiming to improve teaching quality and learner outcomes in elementary education.
