Thesis PSBC

ROLE AND COMPETENCIES OF MASTER TEACHERS AND ITS EFFECT TO
THE PERFORMANCE OF PUBLIC ELEMENTARY SCHOOLS
_________________________________
A Thesis Proposal
Presented to The Faculty of
Graduate Studies and Applied Research
Paete Science and Business College
Paete, Laguna
_________________________________
In Partial Fulfillment
of the Requirements for the Degree
Master in Educational Management
Major in Educational Management
_________________________________
FATIMA ADESSA UNTALAN PANALIGAN

2019
J.P. Rizal Street, Paete, Laguna
2
TABLE OF CONTENTS
Chapter
1 THE PROBLEM: RATIONALE AND BACKGROUND…… 3
Rationale …………………………………………………… 3
Background of the Study ……………………………….. .. 5
Statement of the Problem ………………………………… 7
Hypothesis …………………………………………………. 8
Theoretical Framework …………………………………… 8
Conceptual Framework …………………………………. .. 10
Significance of the Study …………………………………. 11
Scope and Limitation ……..……………………………..... 12
Definition of Terms ……………………………….………. 12
2 REVIEW OF RELATED LITERATURE AND STUDIES 14
Related Literature ………………………………………….. 14
Related Studies ……………………………………………. 28
3 METHODOLOGY ……………………………………......... 37
Research Design …………………………………………. 37

Setting of the Study ………………...……………………. 38
Subject of the Study …………………………………….. 39
Research Instruments ……………………………………. 39
Research Procedure ……………………………………… 40
Statistical Treatment of the Data ………………………… 41
BIBLIOGRAPHY ……………………………………………………......... 42
3
Chapter 1
THE PROBLEM: RATIONALE AND ITS BACKGROUND
Rationale
A master teacher is a classroom-based, exemplary educator who models
effective teaching practices for other teachers and who serves as a teaching
resource for the entire professional team. As highly effective educators and life-
long learners who use research-based techniques, the master teacher is a
"teacher of adults," one who possesses the skills and disposition to support and
inspire colleagues, as well as the ability to offer constructive feedback and
evaluation of her peers (Lusterio, 2012).
As stated in the work of Shyle 2013, master teachers are effective and
efficient teachers. They are the key players in the student’s teaching and learning
experience, serving as a model of good teaching and lead a full life of love,
courage and hope. The master teacher watches his/her co- teachers interact with
students, parents and colleagues. They also help his/her co-teachers prepare
and present lessons. They assess other teachers’ strengths and areas needing
improvement and facilitate those who are in need of strategies and techniques of
teaching. They should be equipped with knowledge and skills to promote quality
education. If his co-teachers know ten strategies of teaching, they should know
more than that.

4
Futhermore, Lee 2013 mentioned that master teachers teach core
academic classes such as mathematics, science, and language subjects and are
responsible for leading activities and student evaluations. They are challenged to
deliver curriculum that is hands on, relevant and interesting to youth, and that
builds skills necessary for success in the school. They also provide guidance and
support for new teachers as they explore what it is like to be an educator.
Buddin and Zamarro 2009 pointed out that teacher quality is an important
determinant of student achievement, but measured teacher qualifications and
preparation explain little of the observed differences in student outcomes across
teachers. This poses a dilemma for educators and policy makers—while teachers
have large effects on student achievement, the research evidence provides little
indication how teacher quality can be enhanced. Future research should focus on
the identification of specific teacher attributes or practices that enhance with
student achievement in the classroom.
In this connection, Buddin and Zamarro 2009, teacher quality is a
key element of student academic success, but few specific teacher
characteristics influence classroom outcomes.
Thus, a master teacher should be a “jack of all trade”. The researcher of
the present study believed that they must have the competencies and skills in
assisting not only their students but also their colleagues while assuming the role
of a school leader. Great responsibilities are expected from them as they are key
members of a school's leadership team, they focus on cultivating and supporting
a culture of reflection and continuous improvement.

5
Background of the Study
Teaching is the foundation of the educational system. As such, teachers
are privileged with the responsibility of nurturing the young and inadvertently,
shaping the future. To this end, the government of many nations is fully cognizant
that the future is dependent on the development of a highly skilled and innovative
workforce serving as the critical enabling factor for economic growth.
In the fast changing world of the early 21st century, public education is
also changing. As part of the changes the role of schools and education will also
be different both in the educational system and in the society. Together with them
the role of teachers will also change. These new social challenges and demands
towards education and teachers change schools into institutions with modern
aims and social contracts should be examined Szucs 2009.
According to Lusterio 2012, master teachers are exemplary teachers of
students and of their colleagues who, if desired, might make excellent principals
in the future. Their function in hybrid roles that sometimes have them teaching
classes to students and at other times have them working with the principal or
leadership team on any number of school-based initiatives. They might share
distributed leadership with the principal, direct a site-based research project,
develop communities of practice, or design a peer evaluation and review system.
Whatever the unique job description, master teachers are crucial members of a
school or district leadership team, and are personally and professionally
responsible for a school's success. Master teachers model the most important
professional practices and habits of mind, including the school's core values. To
6
this end, they lead school teams to examine the impact of teaching practice on
student growth, and they are experts at working with adults to build a culture of
learning and continuous improvement.
The need for learners to be proficient cannot be overemphasized. But as
generally observed and as shown by studies, a big part on the quality of
instrument used may be alarming. The quality of tests construction depends
largely on the part of the classroom teacher and the achievement of the pupils
can be linked to the quality of the test items. Poor test items can deprive students
from achieving better in any subjects (Colinares, 2002). The value placed on
good academic performance has encouraged academicians like school
administrators teachers, researchers and other stakeholders, such as the
students as well as their parents to focus a great deal of attention on the
identification of factors that influence academic achievement.
Thus, the importance of having teachers who will act as leaders to their
peers and be of assistance to their superior is indeed needed at the moment.
Through all the changes in the educational system, master teachers are
expected to be at par and ready to take on the challenges, particularly in
ensuring good performance, not only from the students but also from teachers.
Based from the above mentioned, the researcher believed that she will be
able to determine the role of a master teacher, his/her competencies to the
performance of public elementary schools.
Statement of the Problem

7
The study will attempt to determine the role and competencies of master
teachers and its effect to the level of performance of public elementary schools.
Specifically, the study aims to answer the following pertinent questions.
1. What is the profile of the respondents in terms of:
1.1age;
1.2 gender;
1.3 civil status;
1.4 highest educational attainment and
1.5 years in service as master teacher?
2. What is the extent of role and competencies of master teachers?
3. Is there significant difference in the extent of role and competencies of master
teachers based on their profile?
4. Is there significant difference in the level of the performance of Public
Elementary School in terms of the profile of the respondents?
5. Is there significant relationship between level of performance of Public
Elementary School and the role and competencies of master teachers?
Hypotheses
To establish the answers to the preceding problems, the purposeful null
hypotheses are presented as follows:
1. There is no significant difference in the role and competencies of master
teachers in terms of their profile.

8
2. There is no significant difference in the extent of role and competencies of
master teachers based on their profile.
3. There is no significant relationship between the level of performance of public
elementary school and the role and competencies of master teachers.
Theoretical Framework
This study is based on the theory of managerial leadership as discussed
by Bush 2007.
The process of deciding on the aims of the organization is at the heart of
educational management. In most schools, aims are decided by the principal,
often working in association with the senior management team (SMT) and
perhaps also with the school governing body (SGB). However, school aims are
strongly influenced by pressures from the external environment, and particularly
from the expectations of government, often expressed through legislation or
formal policy statements. Schools may be left with the residual task of
interpreting external imperatives rather than determining aims on the basis of
their own assessment of learner needs. The key issue here is the extent to which
school managers are able to modify government policy and develop alternative
approaches based on school-level values and vision (Bush 2003).

As cited by Bush 2007, managerial leadership assumes that the focus of
leaders ought to be on functions, tasks and behaviors and that if these functions
are carried out competently the work of others in the organization will be
facilitated. Most approaches to managerial leadership also assume that the
behavior of organizational members is largely rational. Authority and influence

9
are allocated to formal positions in proportion to the status of those positions in
the organizational hierarchy.

It is significant to note that this type of leadership does not include the
concept of vision, which is central to most leadership models. Managerial
leadership is focused on managing existing activities successfully rather than
visioning a better future for the school. This approach is very suitable for school
leaders working in centralized systems as it prioritizes the efficient
implementation of external imperatives, notably those prescribed by higher levels
within the bureaucratic hierarchy.

The theory mentioned above will provide the researcher with a concrete
foundation in her task of determining the role and competencies of master
teachers which may affect the performance of public elementary schools.
Conceptual Framework
This study will determine the role and competencies of master teachers
and its effect to the level of performance of selected public elementary schools.
Figure 1 reflects the conceptual paradigm that shows the relationships
between the variables.
The independent variables include the respondents’ profile such as age,
gender, civil status, highest educational attainment, and years in service as
master teacher and the role and competencies of a master teacher.
Considered as the dependent variable is the level of performance of the
respondent-schools. The lines that connect the boxes shows the functional
relationships between variables.

10
Research Paradigm
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Profile of the Respondents
 Age
 Gender  Level of performance of
 Civil Status public elementary
school
 Highest Educational Status
 Years in Service
 Role and Competencies of
Master Teacher
Figure 1. Paradigm of the Study Showing the Relationship Between

The Variables
Significance of the Study
The result of this study is expected to be significant to the following:
Pupils. This study will be able to provide help in determining the strength
and weaknesses of the pupils in terms of preparing them for assessments and
evaluations of their competencies and skills.
Teachers. This study will provide information for teachers to determine
new ways and strategies in ensuring that the pupils will be well-prepared in
taking examinations through the initiative and help of their colleagues.
Master Teachers. This study will give the master teachers with insights
and perspective on how they will have to handle and give support to their peers
and students in terms of the teaching-learning process.

11
Parents. This study will be able to give the parents with the opportunity to
know the ways in which they could extend support to the school for the benefit of
their children.
Researchers. This study will help in providing sufficient information and
data for future researcher in conducting their studies using other variables.
School Heads. This study can provide the school heads in ensuring that
the delegation of duties among his/her subordinates is effective in preparing the
school and pupils during tests and examinations.
Department of Education. This study will help the department officials in
improving the guidelines of delegating roles among teachers and school leaders.
Scope and Limitation of the Study
The focus of this study is to determine the role and competencies of
master teachers
Involved will be the complete enumeration of master teachers from
different public elementary schools in the congressional district while teacher-
respondents will be derived from the total population through the use of a
sampling formula.
This study will utilize the descriptive method with the use of a researcher-
made-questionnaire as research tool.
Definition of Terms
12
For the purpose of gaining more understanding in this study, the following
terms were defined operationally:
Age. This refers to the number of years of existence of the respondent.
Civil Status. This refers to life events under governmental authority,
including civil unions or domestic partnerships such as marriage, separation and
death of a spouse.
Competencies of Master Teacher. This refers to the skills, knowledge
and ability of a master teacher
Gender. This refers to the wide set of characteristics that distinguish male
from female.
Highest Educational Attainment. This refers to the highest educational
degree acquired by an individual.
Role of Master Teacher. This refers to the function of the master teacher
in terms of the designation given to him/her.
Years in Service. This refers to the number of years spent by the teacher
in the educational profession.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

13
This chapter presented the reviews of related literature and studies which
provide perspective and understanding of the present study.
Moderating Variables
Role of Master Teacher
Master teachers function in a unique manner relative to the traditional
teacher. Their primary role is, with the principal, to analyze student data and
create and institute an academic achievement plan for the school. Master
teachers lead cluster groups (i.e., a professional learning community) and
provide demonstration lessons, coaching and team teaching to career teachers.
They also spend, on average, two hours per day teaching students. Master
teachers collaborate to identify research-based instructional strategies to share
with career teachers during cluster group meetings. They are partners with the
principal in evaluating other teachers. Master teachers may also partner with the
principal in sharing some of the responsibility of interacting with parents. They
are actively involved in enhancing/supporting the teaching experience of career
teachers. Through the leadership team, they participate in analyzing student data
and creating the schools' academic achievement plan. With oversight and
support from the master teacher, they lead cluster meetings, and as a result,
master teachers also provide classroom-based follow-up and extensive feedback
on the instructional practices of career teachers. Planning for instruction is in
partnership with other teachers, with the input and guidance of the master
teacher. Master teachers are required to engage in professional development

14
activities that are both self- and team-directed (http//www.talentedteachers.org
2013).
According to Courous (2010), the term “master teacher” seems to get
thrown around a lot, but is something that many educators aspire to be. There
are the qualities that were suggested they have: Connects with kids first -For all
students to excel, teachers must learn about them and connect with each child.
This is not just about finding out how they learn, but it is finding out who they
are. It is essential that teacher get to know the students, learn their passions,
and help them find out how they can be engage in their own learning. Teaches
kids first and curriculum second – Teachers must ensure that they differentiate
learning and work to meet the needs of each student and understand how they
each learn. Students have different learning styles and if teachers can best
figure out how to help them meet their own needs, students will excel in the
subject areas they are being taught. Ensures that they draw relevance to
curriculum –As teachers are obligated to teach curriculum objectives outlined by
the government officials, this is something that must be done. It is not always an
easy part of the job but it is something teachers much continuously strive to do.
Not only is it essential that teachers draw relevance to the subject matter of what
they teach, but it is also essential that they use mediums that are relevant to how
students learn. A master teachers knows that it is essential to use technology in
the classroom to enhance learning in a way that is relevant to students. Works
with students to develop a love of learning – teachers are obligated to teach
curriculum objectives but they are also obligated in the profession to help
15
students find their own spark in learning. A master teacher will try to tap into
those ways that students love to learn and build upon that. Creating that spark in
each student will lead them to continued success and growth. Embodies lifelong
learning – A master teacher knows that they will never become the “perfect”
teacher since that is unattainable. They will look at ways that they can grow
along with students and develop their own skills. Education and learning will
always change and a master teacher knows that they need to change with it.
Growth is essential as a teacher. Society changes continuously and so do its
needs. Focuses on learning goals as opposed to performance goals – A
performance goal would be similar to having students wanting to receive an high
grade where a learning goal would be a student wanting to become
knowledgeable about the subject. Many students are smart enough that they
know how to meet the objectives of a rubric and still not grow much in their
learning. A master teacher sets the goals based on learning not on receiving a
grade. This type of assessment is not about understanding what a students
knows and reporting on it, but it is a tool used for learning. Ensures that
“character education” is an essential part of learning – Character education is just
as relevant, if not more so, than any learning objectives set out in a curriculum.
Working with students to teach the fundamentals of respecting others and being
able to listen and learn from others is vital. Students can have the smartest
understanding of objectives but not have the ability to share these ideas with
others in a respectful way or take the time to listen to other ideas. A master
teacher ensures that students not only grow mentally in class, but also
16
emotionally. Passionate about the content they teach – If a teacher works in the
area wherein the subject area is something that he/she is passionate about, that
passion will spill over to the students he/she works with. A master teacher
shares their passion and enthusiasm with those they work with. A master
teacher is a “school teacher” - It is essential that a master teacher does not only
impact the learning environments of the class that they work with, but that they
also have an impact on the school culture. This can happen in sharing their
passion through extracurricular activities or their knowledge on strong teaching
strategies with school colleagues. It is important that teachers do not just build
connections with students that they teach now, but with students they had in the
past or may have in the future. It is great to see teachers that connect with kids
that they do not teach at the time leading to enthusiasm for that student to one
day be in that very same teacher’s class. Strong communication skills -
Obviously it is important that teachers are able to communicate with the students
they teach, sharing knowledge, back and forth with colleagues is essential to the
growth of the individual as well as the collective. It is important that these skills
are continuously developed. It is also imperative that teachers are able to
effectively communicate with parents as they have great insights on how their
child learns best.
*Johnson (2011), on the other hand, stated that there are seven
characteristics of master teachers: start where their students are; know where
their students are going; expect to get their students to their goal; support their
students along the way; use feedback to help them and their students get better;
17
focus on quality rather than quantity; and never work harder than their students.
Of course a master teacher is working harder than the students, or they would
not be considered a master teacher. The reality is that the student is a vital
participant and partner in education. The master teacher must work much harder
than the students, and work shoulder to shoulder with the students to achieve
success. Master teachers understand that it has to be the student's unwritten
goal to keep up with the master teacher, primarily because the master teacher
has effectively become the role model for all of the students in the classroom.
The master teacher leads and students follow.
Furthermore, master teachers as leaders in the development of education
in practice have to try out various methods in the delivery of education
themselves in their own classrooms as well as with their professional colleagues
in the school and the cluster schools. They would have to analyze the impact of
such strategies on the learning and inform other professional colleagues through
writing and publishing or through seminars and workshops. Master teachers have
to continually review the effectiveness of the national curriculum in the area of
their expertise through putting to test in practice in their classroom and advice
change and reform. Master teachers have to assist in any major curriculum
reform in their area of expertise. Master teachers should also be able to manage
their colleagues at different levels of life stages, experiences, abilities and
attitudes to be kept continually engaged in professional development and
learning through continuous support and guidance. They should be able to
encourage and promote continual evaluation and reflection on their practice

18
amongst their colleagues. Master teachers are expected to work beyond normal
working hours. They would have to work with different groups of people ranging
from students, professional colleagues as well as educational leaders and
researchers both in country and internationally. They would have to work as a
teacher, researcher, manager and facilitator in staff development programs. They
would have to supervise the research and development works
(http//:www.rcsc.gov.bt., 2013).
Thus, in relation with the abovementioned statements, the researcher
believed that a master teachers should provide professional support services to
enhance teachers’ professionalism and development of relevant, effective and
diversified curriculum and assessment system, contributing to the provision of a
high standard quality education though research, training and consultancy in their
areas of specialization.
Rentchler (2012) stated that there are a numerous structures that might
offer teachers meaningful career lattices that could support excellent teaching
and leadership. Ultimately, it will be up to schools and districts to work with
teachers to develop these arrangements and determine the right mix of roles and
responsibilities that will work for them and for their students, including that of a
master teacher.
Moreover, master teachers are to enhance the quality of instruction
through their research, demonstration and teaching. They are the professional
leaders in their schools and their cluster schools though they are accountable to
the Principal of their parent schools for their daily work as far as their work in the
19
national programs are concerned. The engagement of the master teachers in
teaching, research and consultancy will create and promote a culture of
scholarship and development in the school and the education system at large.
The master teachers are involved in the review and reform of the curriculum in
their areas of specialization contributing to the development of an effective,
relevant and diversified national curriculum for ‘quality wholesome education’.
The master teachers are also involved in designing and facilitating in-service
programs in the school as well as within school clusters and nationally, and
promote the growth and development of all teachers in the system.
In order to implement and execute various set goals, these master
teachers use their creativity and innovative ideas in devising appropriate
strategies and guidelines for the smooth functioning of the school. While teaching
they use their own judgment in organizing lessons that cater to the diverse
abilities and the interests of students in fulfilling the broad educational goals set
out for them http//:www.rcsc.gov.bt., 2013.
According to Sichon (2011) the effectiveness of teachers in delivering the
right and proper instruction is another question that must be considered if to
delve seriously into the root causes of students’ academic performance. Salary
issues had been answered by the government although some of the
recommendations regarding teachers’ benefits was shelved due to lack of
government funds. Strategies for reforms in reference to teachers pay were
implemented as well as reforms in the processes of promotion. Teachers were
encouraged to sustain professional upgrading and development. Principals were

20
tasked to revitalize the school-based instruction program where teachers were
taught effective managerial and instructional skills through the SBTP (School
Based Teachers Program).
Competency of Master Teacher
Colinares (2002) mentioned that every classroom teacher is interested to
know how far and how deep he can facilitate, orient and guide his students with
the knowledge, ideas, abilities, skills and attitudes that he wishes to build up in
order to achieve his teaching objectives and to make his students responsive to
the changing needs of the society. He is in the best position to ascertain the
strength and weaknesses of his students, the needs of his students, and the
goals he wants to achieve.
While Alisan (2011) said that the success of learning among the students
relies heavily on the channel of delivering the lesson and the ability to
communicate ideas effectively through verbal and non-verbal communication. As
commonly observed, teacher is the key factor and facilitator of learning that
provides the conditions for effective teaching. Thus, good rapport and smooth
relationship between the teacher and student is needed in order for the teaching
and learning process to become successful and effective.
As cited by Batomalaque (2002), to account for the low performance of the
Filipino student include the lack of culture and deficiencies regarding the school
curriculum, the teaching learning process, instructional materials and teacher
training.
21
Szucs 2009 stated that one of the biggest challenges for teachers is that
their role in the school management has also changed. The school needs them
as individuals, who can make decisions and cope with the stress of the changing
world of schools. At the same time teachers need to be able to work in teams, co-
operate with colleagues and parents, they have to write projects to gain money
for the school programmes, they have to be personal relation experts and need
to do all these things for a modest monthly income.
As reported from an article cited from http://www.unesco.org., 2008,
challenging patterns were obtained for learning outcomes measured in terms of
mean achievement scores and the percentage of pupils mastering certain basic
competencies. However, these developed against the background of the
adequate provision of academically qualified and professionally certified teachers
in numbers that resulted in internationally acceptable pupil-teacher ratios. What
these point to is that although the constitutional mandate to ensure universal
access to education had been largely complied with at the time of the EFA
programme’s inception, there was still much headroom for raising the formal
school system’s capability to hold its pupils and to ensure that whatever these
pupils learned were effectively absorbed and retained.
The ideas presented by Patrinos, et. al (2009) shows that students do not
learn what they are supposed to in schools. Average student achievement has
also been disappointing in recent years. Filipino second year high school
students perform well below average on international student achievement
assessments.
22
Luz (2005) stated that at the start of the EFA decade, the primary
education in the Philippines was characterized by very impressive levels of
access and participation. Participation rates were high with no significant gender
or urban-rural differences, but repetition, dropout and survival rates were marked
by highly upgradeable magnitudes and appreciable differences in gender and
urban-rural performance. Moreover, there was very little variation among and
within regions with respect to the same measures, indicating that the internal
efficiency problem was a consistently pervasive issue nationwide.
Yet, there were high levels of simple literacy among both 15-24 year olds
and 15+ year olds, added by Luz (2005). Such that when these indicators are
related to the inadequate percentages of pupils who mastered reading/writing,
mathematics and life skills, it brings up the idea that while the primary education
system was effective in imparting simple literacy, it was non-optimal in developing
greater knowledge. The comparatively lower level of functional literacy should
lend credence to this hypothesis.
Corpuz et al.(2003) consolidated the three general factors that may be
attributed to student achievement. First is the school-level factors which are
primarily the function of the school policy and school wide decisions and
initiative, it covers a guaranteed and viable curriculum; challenging goals and
effective feedback; parent and community involvement; safe and orderly
environment; and collegially and professionalism. Second is the teacher-level
factors which are primarily under the control of the teachers such as instructional
strategies; classroom management techniques; and classroom curriculum

23
design. Lastly is the student –level factors which includes home environment;
learned environment and background knowledge; and motivation.
Mondejar (2009) said that the school as a unit of the society has its role to
play. The non-monitoring of children’s performance in school may be a failure of
the school authorities. Students who are showing signs of dropping out have the
following behavior: poor learning comprehension/ absorption of
knowledge/concepts, avoids participating in school activities, inattentiveness to
class activities, non-compliance to home assignments, prolonged absences,
unusual behavior and embarrassment due to changes in physical appearance,
sluggish, weak and sickly disposition. The teachers and school authorities have
roles to play too. It may be suggested that the teachers exert extra effort in the
provision of differentiated instructions to accommodate various levels of reading
activities, learning style preferences, so that this will not be resulting to poor
achievement among students. The inability of teachers to identify students with
learning difficulties non-conducive school climate due to inadequate school
facilities should also be stressed out. As such, the community is also a
contributing factor to these problematic students. The operation of gambling
dens, gaming shops, entertainment stations, within the 50-meter perimeter from
the school should be reduced.
The most important factor in improving student achievement is the quality
of the teacher – the knowledge and ability to facilitate student learning. According
to Pajak (2000), it is what the teacher does with the students and the curriculum
use that leads to students’ achievement.

24
Effective teachers display a wide range of skills and abilities to lead to
creating a learning environment where all students feel comfortable and are sure
that they can succeed both academically and personally.
Teaching is effective if the teachers know how to manage their classroom
orderly and properly. The knowledge of the teachers about classroom
management influences their proficiency, that the potentialities he possess is
worthless if he has not learned to manage the class properly, according to Villa,
et. al. (2004).
According to Canlas-Callang (2004), the role of the teacher, therefore, is
held paramount as seen in studies done here and abroad on teacher
effectiveness; correlates of student achievement, etc. It thus follows that the kind
and quality of teaching performance, which is equated with teacher competence,
can only be gauged using student achievement as seen in performance on
division tests; national achievement tests, board exams both here and abroad,
and employability of the graduates of any given course. Considering how
important teacher competence is, it is downright alarming how sometimes, even
the least competent among applicants are given the reins of the classroom–
particularly when the clientele are young children. This is a most dangerous
practice, for it is a requirement that young learners should be guided by
experienced teachers. However, given the prevalence of "second coursers" in
education, who may not necessarily "fit into the category of competent" even if
they do pass the Licensure Examination for Teachers, sometimes school owners
are not aware that the problem is very real. Many of those who have not
25
mastered the science or art of teaching are allowed to teach to the detriment of
education. To become competent, a teacher candidate, or a licensed teacher,
must continually upgrade himself/herself in terms of knowledge; skills; values and
the motivation to excel in one’s area of discipline. This is why language courses;
personality development seminars; skills enhancing training must regularly be
part of the practicing teacher’s life. Not only must the teacher be knowledgeable
about teaching strategies; assessment techniques; lesson planning; motivational
strategies and have developed a good command of the language of instruction;
the competent teacher knows how to do/conduct classroom-based research and
utilize results in the classroom, as well as be a pleasing companion to the
learners, his co-teachers and the community-at-large. Competent teachers know
that the over-all growth and development of the student is the goal for those who
teach.
Teachers make a difference. The success of any plan for improving
educational outcomes depends on the teachers who carry it out and thus on the
abilities of those attracted to the field and their preparation. Yet there are many
questions about how teachers are being prepared and how they ought to be
prepared (National Research Council, 2010).
Competent teachers alone may hardly improve achievement, but when in
tandem with state-of-the-art instructional setting, it can elevate student
achievement significantly. With the increasing student enrollment, the exploding
knowledge growth, the mounting forms of destruction facing students’ learning
and the differences in student’s interests and approaches to learning and the
26
rising demands from students by the present society, both print and spoken
forms of media can no longer suffice to achieve maximized learning. Varieties of
appropriate instructional materials are needed to make instructions more
motivating and studying more encouraging.
Related Studies
The work of Cummings 2012 stated that while some countries have strict
qualifications that needed to fulfill in order to achieve the status of a "master
teacher," other just have general guidelines that vary on a case by case basis.
Regardless of the educational facility and the subject, certain responsibilities and
duties prevail for most master teachers. The administration of most schools and
universities expect a master teacher to not only weigh in heavily with their
opinion about the current curriculum but to suggest and develop new classes and
courses for students. The master teacher should be able to pinpoint any
weaknesses in the curriculum and have ideas to fix them immediately, as well as
oversee the implementation of new courses. While the master teacher should not
just be a mentor to students, but to other teachers as well, she is expected to
guide newly assigned teachers or certain designated teachers with instructional
support. A master teacher is expected to share new and advanced instructional
techniques and may be in charge of coordinating or leading staff development
workshops. A master teacher must implement or follow some method which
tracks student grades and progress and that of the respective teacher working
with the student. In this manner the master teacher can evaluate the
27
effectiveness of the curriculum, to what extent students are comprehending it,
how hard teachers are working and how effective certain teaching practices are.
A master teacher must always set an example by constantly seeking to better
himself by taking professional development workshops. He is expected to follow
equal employment and nondiscrimination policies; follow federal laws, state laws,
school boards policies and the professional standards
Anderson (2000) focused his study on peer assistance. According to him,
teachers can receive assistance from their veteran colleagues in dealing with
difficulties that they have been experiencing in the classroom, thereby becoming
more effective classroom teachers. He further cleared that peer assistance is not
to suggest that most teachers are not professional so that, most teachers do not
know how to teach well.
Buddin and Zamarro 2009 stated in their study that schools face special
challenges in educating youth. First, these schools often have disproportionate
shares of low-income and at-risk students. These students are often
concentrated in some schools and neighborhoods, so this isolation means these
students have little interaction with more affluent peers. Second, teachers prefer
to work near home, so they gravitate towards more affluent suburbs or wealthier
neighborhoods in urban districts (Boyd et al., 2005). This sorting means schools
in low-income urban neighborhoods often employ teachers with low qualifications
and weak academic credentials to instruct disproportionate shares of low income
and at-risk students (Murnane and Steele, 2007). These poorly prepared
teachers have difficulties in the classroom and often leave the teaching
28
profession or transfer to less arduous duty in suburban schools. Finally, if schools
provide weak preparation for their at-risk students, then these students will have
limited opportunities for advancement in a technological economy and the pool of
qualified teachers will be further eroded.
These types of concerns have made improving teacher quality is a
pervasive concern of parents, educators, and policymakers. The concern is
driven by the perception of lagging student achievement, especially for at-risk
minority students and students from disadvantaged families. The No Child Left
Behind (NCLB) Act required a highly qualified teacher in all classrooms and
public reporting of teacher qualifications. In addition to the national policies,
teacher quality and student achievement progress have been key issues in state
and local elections debates throughout the country.
The push for improved teacher quality is being driven by several studies
that have shown substantial differences in student achievement across different
teachers (Rivkin et al., 2005). However, the empirical evidence has thus far failed
to identify specific teacher characteristics (e.g., experience, professional
development, and higher level degrees) that are linked to higher achievement
scores. This mix of results creates a dilemma for educators and policy makers—
some teachers are much more successful than others in the classroom, but there
is no persuasive evidence on how to raise the overall quality of classroom
teaching.
The most recent literature on teacher quality uses panel data to better
control for student heterogeneity and in some cases teacher heterogeneity.

29
These modeling approaches link the current student achievement level to current
family, teacher, and school inputs as well as to inputs provided in previous time
periods. The methods examine the contribution of current education inputs (e.g.,
a school reform or assignment to a high “quality” teacher) on student outcomes.
Ideally, model estimation requires a comprehensive history of all past and
present family and school/teacher inputs as well as information about each
student’s endowed ability. This complete information is not available, however,
leading to potential biases due to student unobserved heterogeneity, teacher
unobserved heterogeneity and non random assignment of students to particular
teachers (Todd and Wolpin, 2003). Two modeling approaches have been used in
the literature to reduce these potential biases by incorporating unobserved prior
year factors than may affect learning. In the contemporaneous value-added
model, achievement scores are a function of current school and family inputs
with student (and sometimes teacher) fixed effects to control for prior inputs.
Alternatively, the value-added gains approach models gains in achievement
scores as a function of current school and family inputs including also student
(and sometimes teacher) fixed effects to control for prior inputs (Buddin and
Zamarro, 2008). Rivkin et al. (2005) is one of the earliest and perhaps most
influential studies to estimate teacher effects from panel data.
Teacher quality has a large effect on student achievement in this study, but
observed teacher qualifications like experience and education explain only a
small share of the differences in teacher quality. In addition, they find that most of
30
the variability in teacher quality was within schools and not across schools—an
indication that high-performing teachers were not concentrated in a few schools.
Jacob and Lefgren (2008) examine how differences in teacher quality affected
student achievement in a midsized school district. Like Rivkin et al. (2005), they
find large differences in value-added measures of teacher effectiveness (teacher
heterogeneity) but small effects of teacher qualifications like experience and
education. They find that school principal rankings of teachers are better
predictors of teacher performance than are observed teacher qualifications.
Harris and Sass (2006) examine how teacher qualifications and in-service
training affected student achievement in Florida. They use a value-added gains
model that controls for student and teacher fixed effects. They find small effects
of experience and educational background on teacher performance. In addition,
they find that a teacher’s college major or scholastic aptitude (SAT or ACT score)
is unrelated to their classroom performance.
Clotfelter et al. (2007) find that teacher experience, education, and
licensure test scores have positive effects on student achievement. These effects
are large (relative to socio-economic characteristics) for math, but the effects are
smaller in reading. Goldhaber (2007) also focuses on elementary students and
find a small effect of teacher licensure test scores on student achievement. He
estimates a value-added gains score model with lagged test score as a
regressor. Aaronson et al. (2008) looks at teacher quality and student
achievement and the results show strong effects of teachers on student
achievement, but traditional measures of teacher qualifications like education,

31
experience, and credential type have little effect on classroom results. Koedel
and Betts (2007) use a value-added gains model to look at student achievement
of elementary students. Like several of the other studies, they find that teacher
quality is an important predictor of student achievement, but measured teacher
qualifications (experience, quality of undergraduate college, education level, and
college major) have little effect on student achievement.
The results from these studies are fairly consistent in showing that teacher
quality has large effects on student achievement, but specific teacher
qualifications have small effects on achievement. A concern for the results from
these studies is the absence of controls for teacher heterogeneity. The
assumption that schools or teachers are homogenous (no controlling for school
unobserved heterogeneity or teacher unobserved heterogeneity) or that their
differences can be controlled with observable characteristics has been
contradicted by the evidence from the other studies. We argue that it is important
to control for teacher heterogeneity to get consistent estimates of the student
achievement model.
Jackson 2012 stated that one reason new teachers lack guidance is that
the teachers who set out to help them often provide training when what novices
need is mentoring. There's a difference between the two. Training helps new
teachers learn information, procedures, and processes. Mentoring is a process of
helping new teachers problem solve, trouble shoot, and understand the nuances
of teaching. Schools must offer training, rather than mentoring, if the content are
helping teachers learn is standard, impersonal, and not open to interpretation,

32
such as the school's attendance policy. Training can often be done online or
through manuals, without much face-to-face guidance. Mentoring, on the other
hand, requires a more personal interaction.
School districts should use mentoring relationships to help new teachers
get comfortable with grade- or subject-specific content, skills related to
instructional practice, or sensitive teaching issues that require trust and
confidentiality. Many districts waste mentoring resources on showing novices
procedures—such as how to operate the copy machine or where to turn in
grades. Sharing such information is a poor use of a mentor's time. It's a better
idea for teachers who are in the early stages of their careers to share procedural
information with newcomers. Early-career teachers remember what it's like to be
the new kid on the block and can better anticipate questions, areas of confusion,
and sources of frustration for new teachers. By drawing on their early-career
teachers, schools not only empower them, but also rally the school community to
support new hires. Although it may seem best to have a master teacher mentor a
new one, this is often a mistake. The master teacher's practice is typically fluid.
The teaching is seamless and appears to be a natural response to children, so
they often have a hard time articulating how or why they do what they do.
Because master teachers are good at adapting strategies to mesh with their
individual teaching styles, they often carry out strategies idiosyncratically and
can't easily show a novice how to add a strategy to his or her repertoire. It's
better for master teachers to provide demonstration lessons, answer specific
questions, and identify resources. Teachers who have achieved some success in
33
their practice but still have areas they're working on make better mentors for
novice teachers. Such educators are more able to articulate what they're doing
and why. Mentors can help novices recognize and develop the skills they need to
start becoming master teachers. Master teacher is still a fuzzy term in education,
but some understanding of what the term entails is emerging. Many new
teachers spend years trying to squeeze themselves into the mold of what they
think a master teacher should be, as I did, instead of learning how to be
masterful given their own teaching style, personality, and situation.
Veteran teachers such as master teachers, might observe novices and
provide feedback; plan lessons with novices, articulating their decision-making
processes; take new teachers on walk-through to observe effective teachers; and
meet with novices weekly to troubleshoot challenges and reflect on their overall
practice. Such mentoring gives new teachers a road map to mastery and helps
them understand their own strengths and weaknesses.
As cited by Milken (2000) because of the evidence of the importance of a
high quality teacher, No Child Left Behind (NCLB) has made teacher quality a
pivotal element of its school improvement program. In polls, the public
consistently ranks strengthening teacher quality among the most important
issues facing education. Yet, despite the evidence that quality teachers are of
utmost importance, until No Child Left Behind, ensuring a quality teacher for
every student had not been a priority in the myriad attempts to improve public
schools. According to Milken (2000 all of the research, including experiences in
schools and insights from the world of business, has led to the conclusion that
34
talented teachers are essential to ensuring excellence and rigor in the
educational experience of every young person. Indeed, good teachers are to
education what education is to all other professions. They are the indispensable
element—the sunlight and oxygen—the foundation on which everything else is
built.
Thus, the researcher of the present study believed that to improve student
achievement, to eliminate achievement gaps among students of different races
and economic classes, and to get back to the top of international achievement
ratings, there must have high quality human capital in the schools. Schools must
have teachers who know their disciplines, who know how to teach, and who care
deeply about children and their future. There is a need for master teachers who
can help colleagues improve, and principals who are instructional leaders and
effective managers.
Chapter 3
35
METHODOLOGY
This chapter presented the method of research employed in the study, the
respondents, the procedural steps followed in the conduct of the study, which
included the research instruments and the statistical treatment applied for the
analysis and interpretation of data.
Research Design
The study will use the descriptive design in determining the role and
competencies of master teacher and its effect to the level of performance of
selected public elementary schools.
Descriptive design, according to Catane (2001), refers to the method that
collects detailed and factual information to describe existing phenomena. It
describes systematically a situation or area of interest factually and accurately
and allows a researcher to carefully describe and understand behavior.
This design was purposely used in the present study in order to explore
the actual information and data which describes the situation in connection with
the abovementioned variables.

36
Setting of the Study
The study was conducted in the Fourth Congressional District of
Laguna including the selected elementary schools.
Public elementary school systems did not differ in any way across the
country. However, the demographic profiles of the subject of the study, prevailing
circumstances, and other differences needed to be considered in the present
investigation.
Thus, the researcher of the present investigation opted to concentrate in
the public elementary schools in Fourth District of Laguna.

37
Subject of the Study
The respondents of the study will be the master teachers from the public
elementary schools in the Fourth Congressional District of Laguna. The
researcher will make a preliminary survey of the actual number of teachers from
the different schools as reported in the above mentioned district offices.
The sampling formula from Calmorin and Calmorin 2007 will be
considered in determining the sample size to be taken from each school to
ensure their representation.
The teacher-respondents will be randomly selected using the fishbowl
technique. This technique involves a lottery procedure wherein the entire
population will be given equal chances to be chosen as one of the respondents.
Research Instrument
The research used a questionnaire checklist as a main tool in gathering
the needed information about the respondents. It is composed of two parts.
The first part included the respondents’ profile in terms of age, gender, civil
status, highest educational attainment, and years in service.
The second part is all about the role and competencies of master teachers
that affect the performance of the respondent-schools.
Respondents will be assisted to choose from the five options as follows.

38
Scale Range Verbal Interpretation
5 4.21-5.00 Always
4 3.41-4.20 Often
3 2.61-3.40 Sometimes
2 1.81-2.60 Rarely
1 1.00-1.80 Never
The questionnaire will be content-validated by the panel and will be
administered on a test-retest method to selected teachers who are not subject of
the study. The procedure will be done in order to determine the consistency of
the questionnaire. The following five-point scale will be used to describe the
correlation r of each factors.
r Indication
.80 – 1.00 High reliability
.60 – 79 Moderately high reliability
.40 – 59 Moderate reliability
.20 – 39 Low reliability
.01 - .19 Negligible reliability
Research Procedure
This study will be proposed and presented to the panel of oral examiners.
Upon approval, a researcher-made questionnaire checklist will be constructed for
content-validation of assigned experts. After which, permission to conduct the
study will be addressed to the office of the division superintendent. The approved
39
letter from the superintendent office will be attached to the letter that will be sent
to the principals of the respondents schools.
The researcher will personally administer the research instrument to the
respondents and accomplish the distribution of the instruments properly. The
results of the questionnaires, together with the National Achievement Test (NAT)
results acquired by the researcher will be collected, tabulated, and analyzed
using statistical instrument suggested by the statistician. Final revision of the
manuscript will be made by the researcher through the help of her adviser and
will be presented for final oral defense.
Statistical Treatment of Data
To answer the questions posited in this study, the following statistical tools
will be applied in the data collected :
Variables to be Analyzed Statistical Tool
1. Respondent’s profile Frequency, percentage, rank
2. Role and Competencies of

Master Teachers Weighted mean, rank,
verbal interpretation
4. Difference of the Role and Competencies

Of Master Teachers in terms of their
Profile
ANOVA, t-Test
5. Difference of the performance of the
Respondent-school in terms of their
Profile ANOVA, t-Test
40
BIBLIOGRAPHY
A. Books
Bush, T. (2003). Leadership and Management Development in Education.

London: Sage.
Bush, T. 2003. Theories of Educational Management, 3rd edn. London: Sage.
Catane, J. A. (2001). Conducting Research a Practical Application. Revised

Edition. Quezon City: JMJ Press.
Colinares, N. (2002). Teacher Education Issues and the Teacher. Manila:

6NS Enterprises.
Corpuz, B. B. et al. (2003) Principles and Strategies of Learning. Manila :

Lorimar Publishing Inc.
Mondejar, E. G. (2009) Attribution, Intervention for Students Who Drop Out

of School. Zamboanga City : Smart Communications, Inc.
National Research Council. (2010). Preparing Teachers : Building Evidence for

Sound Policy (Committee on the Study of Teacher Preparation Programs
in the United States, Division of Behavioral and Social Sciences and
Education). Washington, DC: National Academy Press.
Pajak, E. (2000). Approaches to Clinical Supervision : Alternatives for Improving

Instruction. Norwood, Maryland : Christopher Gordon.
Patrinos, H.A., F. Barrera-Osorio and J. Guaqueta (2009). The Role and

Impact of Public-Private Partnerships in Education. World Bank,
Washington DC.
B. Discussion/Research Papers
Buddin, R., Zamarro, G., 2008. Teacher Quality, Teacher Licensure Tests, and
Student Achievement, Working Paper, RAND WR-555-IES.
Clotfelter, C., Ladd, H., Vigdor, J., 2007. How and Why Do Teacher Credentials
Matter for Student Achievement? NBER Working Paper 12828.
Harris, D., Sass, T., 2006. The Effects of Teacher Training on Teacher Value-
Added, Working paper, Florida State University.
41
Koedel, C., Betts, J., 2007. Re-Examining the Role of Teacher Quality in the
Educational Production Function, Working paper, University of California,
San Diego.
Milken, L. 2000 Understanding the Teacher Advancement Program MFF National

Education Conference. Milken Family Foundation (MFF)
Rivkin, S., 2006. Cumulative Nature of Learning and Specification Bias in

Education Research, unpublished paper.
C. Journals/Publications
Aaronson, D., Barrow, L., Sander, W., 2007. Teachers and Student Achievement
in the Chicago Public High Schools, Journal of Labor Economics, 25(1),
95-135.
Boyd, D., Lankford, H., Loeb, S., Wyckoff, J., 2005. The Draw of Home: How
Teachers’ Preferences for Proximit Disadvantage Urban Schools, Journal
of Policy Analysis and Management, 24(1), 113-132.
Buddin, R. and Zamarro G. 2009 Teacher Qualifications and Student

Achievement in Urban Elementary Schools Journal of Urban Economics,
Vol. 66, pp. 103-115, 2009
Bush, T. 2007 Educational leadership and management: theory, policy, and

practice South African Journal of Education Copyright © 2007 EASA Vol
27(3)391–406.
Canlas-Callang, C. C. (2004) “Teacher Competence, Teacher Performance

and Student Achievement,” Manila Bulletin, December 26, 2004.
Goldhaber, D., 2007. Everyone’s Doing It, But What Does Teacher Testing Tell
Us About Teacher Effectiveness? Journal of Human Resources, 42(4),
765-794.
Jacob, B., Lefgren, L., 2008. Can Principals Identify Effective Teachers?
Evidence on Subjective Performance Evaluation in Education, Journal of
Labor Economics, 26(1), 101- 136.
Jackson, B. (2000). “Chemistry Teachers Do it with Bangs, Smells and Colours!”

Science Education International, 11(3) : 13-8.
Luz, M. (2005). Why Filipino Kids are not Learning - And What Needs to Be
Done to Change This? “ Philippine Daily Inquirer 29 : 5
42
Murnane, R., Steele, J., 2008. What Is the Problem? The Challenge of Providing
Effective Teachers for All Children, Project Muse, 17(1), 15-43.
Rivkin, S., Hanushek, E., Kain, J., 2005. Teachers, Schools, and Academic
Achievement, Econometrica, 73(2), 417-458.
Sichon, L. F. (2011). “Our School, Our Teachers, Our Students.” Negros Daily
Bulletin, 25 : 11
Todd, P., Wolpin, K., 2003. On the Specification and Estimation of the Production
Function for Cognitive Achievement, Economic Journal, 113, F3-F33.
D. Unpublished Thesis and Dissertation
Del Rosario, E. C. (2009). “The Psychometric Qualities and Pupil Achievement in

the District Level Achievement in Mathematics for Grade V, Gingoog City
SY 2008 – 2009.” Unpublished Master’s Thesis, University of San Carlos,
Cebu City.
Bernardo, A. (2003). “Do Filipino Youth Really Value Education? Exploring

Filipino Adolescents’ Beliefs About the Abstract and Pragmatic Value of
Education and its Relationship to Achievement Goals and Learning
Strategies.” Unpublished Thesis, De La Salle University, Manila.
Batomalaque, A. E. (2002). “Basic Science Development Program of the

Philippines,” Unpublished Master’s Thesis, University of San Carlos, Cebu
City.
Szucs, E. U. (2006), The Role of ELT Teacher Training to Young Learners in

Lower Primary Teacher Education, Unpublished PhD dissertation.
E. Government Publication
DepEd. (2006). Operations Manual on School-based Management and Its

Support Systems. Pasig City: DepEd.January 2006.
Department of Education Annual Report 2009/2010

www.info.gov.za/view/DownloadFileAction?id=131310
43
F. Electronic References
———. 2008. GLOBAL EDUCATION DIGEST 2008: Comparing Education

Statistics Across the World. UNESCO Institute for Statistics, Montreal.
Alisan, A. L. (2011). The National Achievement Test: An Honest Question

ariellalisan.com/2011/.../the-national-achieve. August 23, 2011.
Courous, G. 2010 The Principal of Change : Stories of learning and leading

georgecouros.ca/blog/archives/267
Cummings, L. 2012 Duties & Responsibilities of a Master Teacher eHow

Contributor http://www.ehow.com/list_5958194_duties-responsibilities-
master-teacher.html#ixzz2doVl31Js
Johnson, B. 2011 What Makes for a Master Teacher? | Edutopia

www.edutopia.org/.../master-teacher-definition-be...
Lee, A. 2013 Job Description for Master Teachers Aim High www.aimhigh.org
www.aimhigh.org/.../Job_Description_for_Master...
Lusterio, M. M. 2012 Sample Teacher Role Structure | U.S. ...

www.ed.gov/teaching/.../section-ix-appendix-sam...
Rentchler, M.V. 2012 Sample Teacher Role Structure | U.S. ...

www.ed.gov/teaching/.../section-ix-appendix-sam...
Shyle (2013) Functions of a Master Teacher in Education

shyle77.blogspot.com/.../functions-of-master-teac...
UNICEF–UNESCO (2009). Guidelines for the Asia and Pacific Education for All
Mid-Decade Assessment: Identifying and Reaching the Unreached. United
Nations Children’s Fund and United Nations Educational, Scientific and
Cultural Organization, Bangkok.
www.unescobkk.org/fileadmin/user_upload/efa/EFA_MDA/TechGuide_Dra
ft_15Sept.pdf, 03 February 2009.
Name: (Optional) _________________________________________
Directions: Please put check the on space that correspond to your references.
44
A. PERSONAL INFORMATION
1. Age: ______________ years old
2. Gender: ( ) Male
( ) Female
3. Civil status:
( ) Single
( ) Married
( ) Widow/Widower
( ) Separated
5. Highest Educational Attainment

( ) BSE/BEEd Unit Earner
( ) BSE/BEEd Graduate
( ) MA Unit Earner
( ) MA Graduate
( ) Ph.D/Ed.D Unit Earner
( ) Ph.D/Ed.D Graduate
( ) Others, please specify ______________________
7. Years in Service _______________ years, please specify
B. ROLE AND COMPETENCIES OF MASTER TEACHER AFFECTING THE

PERFORMANCE OF SCHOOLS
Please rate the following honesty base on your perception using the
following scale. Check the column of your answer
Descriptive indicators Numeric Verbal

Weight Interpretation
Performs the tasks with a outstanding consistency
5 Always
which results to 76% - 100% competency
Performs the tasks with a very satisfactory
4 Often
consistency which results to 51% - 75% competency
Performs the tasks with a satisfactory consistency
3 Sometimes
which results to 26% - 50% competency
Performs the tasks with fair consistency which results
2 Seldom
to 1% - 25% competency
Performs the tasks with poor consistency which 1 Never
45
results to 0% competency
ROLE OF MASTER TEACHER Scale

5 4 3 2 1
The Master Teacher in our school….
1. provide teachers with only the best instructional
interventions and strategies
2. mentor teachers to attend in in-service training
seminars/workshops.
3. analyzes student data
4. institute an academic achievement plan for the school
5. collaborate with teachers to determine the adoption of
learning resources
6. partners with the principal in evaluating/observing other
teachers
7. partner with the principal in sharing some of the
responsibility of interacting with parents.
8. analyzes school-wide student data as the basis for
developing a school plan
9. conducts team teaching with colleagues
10. demonstrate model lesson plans
11. helps implement curriculum
12. provides peer assistance and coaching toward meeting
goals
13. attend professional development meetings
COMPETENCIES OF MASTER TEACHER

Scale
The Master Teacher in our school…. 5 4 3 2 1
1. has a high level of educational knowledge,
2. has the opportunity for further study to enhance their skills
3. has the ability to analyzes student data to identify student
learning goals;
4. able to conduct classrooms follow-up and goal attainment
for teachers
5. able to assess teacher observation results
6. develops the weekly meeting and activities with other
members of the teaching staff
7. able to lead, co-lead or attend selected meetings and
consultation in connection with administration and
instruction.
46
8. able to provide appropriate follow-up in the classroom

9. has the capacity to provide instructional interventions with
proven results
10. facilitates teacher proficiency with the new strategies
through classroom-based follow-up
11. ensure that the progression of teacher skill development
is aligned with changing student learning needs
12. able to conduct classroom observations and conferencing
for both announced and unannounced observations.

Thesis PSBC

Uploaded by

Copyright:

Available Formats

Thesis PSBC

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Thesis PSBC

Uploaded by

Copyright:

Available Formats

ROLE AND COMPETENCIES OF MASTER TEACHERS AND ITS EFFECT TO

THE PERFORMANCE OF PUBLIC ELEMENTARY SCHOOLS

FATIMA ADESSA UNTALAN PANALIGAN

1 THE PROBLEM: RATIONALE AND BACKGROUND…… 3

2 REVIEW OF RELATED LITERATURE AND STUDIES 14

Related Literature ………………………………………….. 14

Related Studies ……………………………………………. 28

Research Design …………………………………………. 37

THE PROBLEM: RATIONALE AND ITS BACKGROUND

A master teacher is a classroom-based, exemplary educator who models

long learners who use research-based techniques, the master teacher is a

inspire colleagues, as well as the ability to offer constructive feedback and

evaluation of her peers (Lusterio, 2012).

more than that.

Futhermore, Lee 2013 mentioned that master teachers teach core

support for new teachers as they explore what it is like to be an educator.

determinant of student achievement, but measured teacher qualifications and

preparation explain little of the observed differences in student outcomes across

the identification of specific teacher attributes or practices that enhance with

student achievement in the classroom.

In this connection, Buddin and Zamarro 2009, teacher quality is a

key element of student academic success, but few specific teacher

characteristics influence classroom outcomes.

Thus, a master teacher should be a “jack of all trade”. The researcher of

members of a school's leadership team, they focus on cultivating and supporting

a culture of reflection and continuous improvement.

Background of the Study

Teaching is the foundation of the educational system. As such, teachers

workforce serving as the critical enabling factor for economic growth.

aims and social contracts should be examined Szucs 2009.

According to Lusterio 2012, master teachers are exemplary teachers of

leadership team on any number of school-based initiatives. They might share

distributed leadership with the principal, direct a site-based research project,

develop communities of practice, or design a peer evaluation and review system.

school or district leadership team, and are personally and professionally

learning and continuous improvement.

The need for learners to be proficient cannot be overemphasized. But as

generally observed and as shown by studies, a big part on the quality of

instrument used may be alarming. The quality of tests construction depends

good academic performance has encouraged academicians like school

administrators teachers, researchers and other stakeholders, such as the

students as well as their parents to focus a great deal of attention on the

identification of factors that influence academic achievement.

peers and be of assistance to their superior is indeed needed at the moment.

expected to be at par and ready to take on the challenges, particularly in

able to determine the role of a master teacher, his/her competencies to the

performance of public elementary schools.

Statement of the Problem

Specifically, the study aims to answer the following pertinent questions.

1. What is the profile of the respondents in terms of:

1.3 civil status;

1.4 highest educational attainment and

1.5 years in service as master teacher?

2. What is the extent of role and competencies of master teachers?

3. Is there significant difference in the extent of role and competencies of master

teachers based on their profile?

4. Is there significant difference in the level of the performance of Public

Elementary School in terms of the profile of the respondents?

5. Is there significant relationship between level of performance of Public

Elementary School and the role and competencies of master teachers?