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DOMINIC SAVIO COLLEGE 1

Chapter 1

THE PROBLEM
AND ITS SETTING

Introduction

As social and linguistic demographics of today’s schools change in tandem

with the changing demands of the world from which teachers, master teacher, school

heads and DepEd officials in the Philippines around the world are reacting with vigor

and accepting challenges to introduced new mechanism to improved and enhance the

teaching learning process. Through this, Bureau of Curriculum Instruction of admits

that to align the basic education curriculum with the standards curriculum, there is a

clamor to revisit the scheme for teaching profession to address the need to empower

master teachers and other teachers with the professional status that will also

recognized their contributions in the teaching-learning process.

Based on the DepEd Order no. 42 series 2017, to become qualified t a Master

Teacher position, there are guidelines to be considered that will meet the Requirement

Quality Suite (RQS) given by the Civil Service Commission. At least 30 points in

leadership, potential and achievement or demonstration teacher on the division,

regional and national level plus 20 points in leadership and potential provided the

activities or accomplishments listed for this purpose had nit been credited or used for

earlier promotion.

According to (Hapidah,2001), as master teacher you must possess knowledge

and skills, be able to expand the learning outcomes of students (work culture),
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possess excellent communication skills, exhibit potential (visionary, proactive with

initiative), and finally, to be able to contribute to the nation’s development in the field of

education. It is apparent that a wholesome, global player is required. Apart from the

stated requirements, they must also satisfy several technical requirements that include

an excellent prior service record, teaching her area of expertise.

Nevertheless the question is, how do master teachers differ from the usual

teachers in their function and responsibility? Would experience and qualifications

make a master teacher? How the master teachers do all the functions being as

prescribed by DepEd since they are compensated?

With this, The researchers came up with an idea of conducting a research on

the performance of master teachers in twenty seven (27) duties and responsibilities as

prescribed by DepEd in uplifting teachers and students performance in consonant with

the other functions specifically as support staff in the implementation of the program

such as Annual Implementation Plan, School Improvement Plan, School to School

Partnership, School Based Management, Continuous Improvement, Coaching and

Mentoring Mechanism, INSET and School Learning Action Cell (SLAC).

Theoretical Framework
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On the other hand, social cognitive theory as formulated by Albert

Bandura, defines human behavior as one component of a triadic, dynamic, and

reciprocal interaction of personal factors, behavior, and the environment. Self-

efficacy is a major construct of the social cognitive theory. Perceived self-

efficacy is defined as people’s beliefs about their capabilities to produce

designated levels of performance that exercise influence over events that

affect their lives. It is believed that having a strong sense of self-efficacy

enhances human accomplishment and personal well-being in many ways. In

contrast, people low in self-efficacy shy away from difficult tasks which they

view as personal threats. Individual beliefs about self-efficacy are developed

by four main sources of influence; past performance accomplishments (most

effective), vicarious experiences, verbal persuasion, and emotional arousal.

As applied in this study, self-efficacy is defined as teachers’ belief in their

ability to learn and use the skills required to promote their students to learn.

Efficacious teachers work harder, use more problem solving strategies,

develop greater skills, become more competent teachers and persist more in

the face of failure compared with less efficacious teacher. In connection to

capabilities of non-education teachers. A non-education teachers who hold

high levels self-efficacy works hard to develop their teaching capabilities. They

exert effort to have an in-depth knowledge of their subject, explore various

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methodologies, develop their management skills and understand the value of

building a good relationship with students even though they don’t have a

comprehensive and formal training in education.

Conceptual Framework

Teaching is the foundation of our educational system. As such teachers are

privileged with the responsibility of nurturing the young and in avertedly, shaping the

future. It is fully cognizant that our future id defendant on the development of a highly

skilled and innovative workforce serving as the critical enabling factor for economic

growth. The premise is that Master Teacher comprise teaching profession and their

teaching practices will be different from the general, non-master teachers.

That the researcher attempts to conduct a study on the performance of master

teachers on their functions and responsibilities and other duties assigned to them.

The Paradigm of the study will explain the mechanism on how to assess the

performance of master teachers together with the challenges the encountered.

The first box shows the profile of the master teachers in terms of age, gender,

educational attainment, years in service and years as Master Teacher.

Meanwhile, the second box reveals the duties and responsibilities of Master

teachers as to teaching and learning process, instructional supervision, community

involvement and professional growth and development while their other functions as

demonstration teaching and coaching.

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Profile of the Respondents SAVIO COLLEGE 5
Extent of Respondents
Manifestation of the Furthermore, the third box presents the challenges that
Capabilities in Research
the master teachers are encountering.
Relationship between the
Respondents Manifestation
of Capabilities in Research Finally, the last box presents the proposed training
and their Profile
program for master teachers to address the issue
Constraints Met by the
Respondents in
Conducting Research based from the result and finding of the study.

Profile of the
Respondents

Level of Effectiveness
Instructional Planning
Instructional
Management
Instructional Proposed Training
Assessment/ Questionnaire Program for
Evaluation Master and Head
Teacher
Level of Efficacy
Demonstration
Teaching
Advisory
Coaching and
Mentoring

INPUT PROCESS OUTPUT

Figure 1
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Conceptual Paradigm on Instructional Leadership in Relation to Teachers Efficacy

among Master and Head Teachers of Secondary School in Batangas City: A Basis for
Training Program
Statement of the Problem

The study aimed to determine the instructional leadership and efficacy among

master and head teachers of secondary schools in Batangas City: Basis for Training

Program.

Specifically, the study seeks to answer the following questions:

1. What is the profile of the Master and Head Teachers in terms of:

1.1. age;
1.2. sex;
1.3. civil status;
1.4. educational attainment; specialization
1.5. number of teaching years; and
1.6. years as master/head teacher?

2. To what extent do the respondents manifest their instructional leadership

effectiveness as regards to:

2.1 . instructional planning;

2.2 . instructional management; and
2.3 . instructional assessment/evaluation?
3. What is the level of master/head teachers’ efficacy in terms of:
3.1. demonstration teaching;
3.2. advisory; and
3.3 coaching and mentoring?
4. Is there a significant relationship between the master/head teachers’

leadership effectiveness and the level of efficacy?

5. Is there a significant difference on the extent of manifestation of master/head

teachers’ leadership effectiveness when grouped according to their profile?

6. Based from the findings, what training program may be proposed to enhance

the master/head teachers’ instructional leadership and efficacy?

Scope, Delimitation and Limitation of the Study

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The study aimed to determine the instructional leadership and efficacy among

master and head teachers of secondary schools in Batangas City as basis for

developing a training program. The study covered the profile of the Master and Head

Teachers in terms of age, sex, civil status, educational attainment and their

specialization, number of teaching years, and years as master/head teacher. It also

included the extent of their effectiveness as instructional leaders as regards to

instructional planning, instructional management, and instructional

assessment/evaluation. Moreover, the study determined the level of master/head

teachers’ efficacy in terms of demonstration teaching, advisory, and coaching and

mentoring. More importantly, the study identified the significant relationship between

the master/head teachers’ leadership effectiveness and the level of efficacy and the

significant difference on the extent of manifestation of master/head teachers’

leadership effectiveness when grouped according to their profile.

The study was delimited on instructional leaders from the private school since

it is observed that their only few master teachers and limited head teachers from the

private institutions in Batangas City. On the other hand, the study was limited from

the other Divisions of Batangas since it was too large to cover in the completion of

the study. In addition, the weakness of this study is that it did not utilized focus group

discussion to supplement the information from the questionnaire.

Significance of the Study

This study is deemed beneficial to the schools division superintendent,

school principals, master teachers, head teachers, students and to future

researchers.
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To schools division superintendent, the results of this study may serve as

basis for an initial step to take appropriate actions to further improve the

competence of master and head teachers as instructional leaders.

To school principals, the results of this study may serve as an eye opener to

assess the competence of master and teachers in order come up with a suitable

enhancement program to help them become better instructional leaders as they

embark with the 21st century era.

To master teachers, the results of this study may help them realize to

continuously upgrade their capabilities as an educator and strive to become an

effective and efficient instructional leaders.

To head teachers, the results of this study may provide them significant

realization to exert more effort to develop their personal and professional competence

as instructional leaders for the benefit of their respective educational institutions as

well their subordinates.

To future researchers, this may serve as useful reference in conducting

a similar study. This could give ideas and valuable information about the

strategies and procedure in conducting their research and improve their own

study.

Definition of Terms

For clarity and thorough understanding of this study, the following terms are

herein defined conceptually and/or operationally.

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Instructional Leadership. This refers to the essential activities in which a

leader engages to improve instruction (Joyner et al, 2004).

Instructional Planning. It pertains to the process involved in the systematic

planning of instruction (Smith and Ragan, 2005).

Instructional Management. It refers to classroom management to all

activities and social forms intended for classroom interactions (Coy, 2009).

Assessment. It pertains to the tools and activities used to measure the

performance of a person or an organization (Stefaniak, 2018).

Evaluation. It refers to judgment or appraisal performed to measure the level

of a person, program, or an organization (Stefaniak, 2018).

Demonstration Teaching. This involves showing, telling, and/or conducting

performances relating knowledge, skills and dispositions through efforts and

endeavors that may be planned or spontaneous (Kottler and Costa, 2009).

Advisory. This refers to the effective interpersonal and communication skills

that facilitate professional relationship with advisees (Fox and Martin, 2017).

Mentoring/Coaching. It is define briefly as a relationship in which the veteran

person provides guidance to the novice person to facilitate socially appropriate goals

().

Training Program. This refers to an educational program designed to provide

faculty members with knowledge and skills that they need to instruct, guide and

mentor (Stefaniak, 2018).

Master Teacher. It refers to teacher that are competent, have life experiences

and compassionate (Chapin, 2009).

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Head Teacher. This connotes a teacher who has demonstrated special talent,

skill, or longevity and is therefore appointed to lead the school (Magno, 2013).

Teacher Efficacy. This refers to a teacher's sense of competence-not some

objective measure of actual competence (Donohoo, 2017).