Master Teachers’ Leadership Practices, Instructional Competence and Performance of Senior High Teachers in the City Divisions of Laguna

Every educational institution’s goal is to provide quality education to the learners to be globally competitive. This could be made possible by providing these learners with highly proficient teachers who are well-equipped with instructional competence and 21st century skills on mastery of the subject matter, pedagogy, classroom management and evaluation and with instructional leaders who strive to deliver effective and efficient learning to both students and colleagues. This paper aimed in determining the master teachers’ leadership practices, instructional competence, and performance of Senior High School teachers in the five city divisions of Laguna, Philippines. Descriptive correlational research design was employed. The study revealed that the master teachers have very good instructional leadership practices in terms of curriculum content and pedagogy, planning, assessment and reporting, and personal growth and personal development. Moreover, Senior High School teachers’ instructional competence skills showed “Highly Proficient” in terms of their mastery of the subject matter, teaching strategies, classroom management, and evaluation. Significant relationship existed between master teachers’ instructional leadership practices and Senior High School teachers’ instructional competence. Furthermore, the IPRCRF rating of the Senior High School teachers had nothing to do with their instructional competence and master teachers’ instructional leadership practices. It is then beneficial for the master teachers and Senior High School teachers to attend seminars, workshops, and enhancement trainings to improve and sustain their instructional leadership practices and competence skills.