Authors : Menia G. Barete

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/yeym24ev

Scribd : https://tinyurl.com/mre8cr6k

DOI : https://doi.org/10.38124/ijisrt/26mar2036

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Master teachers play a pivotal role in the 21st century education. Understanding their experiences is helpful in enhancing instructional leadership practices and improving school effectiveness. In this context, this study examined the challenges encountered by master teachers as they navigate their roles and the strategies they employ. This study utilized a qualitative research design employing a phenomenological approach to explore and describe the experiences of master teachers. Data were gathered through in-depth interviews and focus group discussion. The interviews were conducted in a face-to-face format, while the focus group discussion was done online. Ten master teachers participated in this study. They are assigned in different districts of Malaybalay City Division, Malaybalay City Bukidnon, during the School Year 2025– 2026. Thematic data analysis revealed two major themes: initial instructional leadership challenges and adaptive strategies employed. The first theme include three categories: balancing expanded roles, work pressure, and role uncertainty. The second theme consisted of three categories: strategic role and time management, collaboration, and continuous professional development. The findings revealed that master teachers encountered several challenges related to increased responsibilities, performance pressure, and uncertainties. Despite these challenges, master teachers persevered by employing strategies such as effective role and time management, collaborative leadership approach, and continuous professional development. The study highlights the importance of role preparedness, building competence, and enhancing support. These enable master teachers to effectively perform instructional leadership functions in response to the demands of 21st century quality education.

Keywords : Instructional Leadership, Challenges, Strategies, Master Teachers.

References :

1. Alegado, P. J. (2018). The challenges of teacher leadership in the Philippines as experienced and perceived by teachers. International Journal of Education and Research, 6(6), 291-302.
2. Andaya, J. A. B., & Quinito, D. I. (2025). Teacher leadership behaviors and collaborative practices for instructional enhancement. International Journal of Research and Innovation in Social Science, 9(2), 4237–4248
3. Barclay, S. R. (2015). Turning transition into triumph: Applying Schlossberg’s transition model to career transition. In Exploring new horizons in career counselling (pp. 219-232). Brill.
4. Basic Education Reform Agenda (BESRA).
5. Brown Zhang, Y., Luo, W., Liu, Y., & Wang, Y., (2020). Enhancing Teacher Effectiveness Through Mentorship: Insights from Master Teachers. Teaching and Teacher Education, 30(4), 321-335.
6. Cansoy, R., Gümüş, S., & Walker, A. (2025). Challenges in implementing instructional leadership: Insights from Turkish school principals. Educational Management Journal.
7. Caratiquit, K., & Pablo, R. (2021). Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education. Journal of Social, Humanity, and Education.
8. Cosenza, M. N. (2015). Defining teacher leadership: Affirming the teacher leader model standards. Issues on Teacher Education Journal.
9. Costello, D. (2015). Challenges and supports of instructional leadership in schools. Antistasis, 5(1), 3-6.
10. Deped Order No. 5, s. 2024. Rationalization of Teachers’ Workload in Public Schools and Payment of Teaching Overload
11. Executive Order No. 500 s. 1978. Establishing a New System of Career Progression for Public School Teachers. March 21, 1978
12. Fernández Espinosa, V., & López González, J. (2023). The effect of teacher leadership on students’ purposeful learning. Cogent Social Sciences, 9(1). https://doi.org/10.1080/23311886.2023.2197282
13. Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–352
14. Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239.
15. Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the role of instructional leadership in teacher professional development. Advanced Qualitative Research, 1(1), 63–73.
16. Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88(4), 547-588.
17. Moore, D. R. (2015). Master teachers as instructional leaders: An instrumental case study. Liberty University.
18. Ngatini, N., Kusumaningsih, W., Nurkolis, N., & Baldemor, M. R. (2025). Influence of instructional leadership and academic supervision on the quality of learning. IJORER: International Journal of Recent Educational Research, 6(2), 602–614
19. Philippine Professional Standards for Teachers.
20. Prestoza, M.-J. R., & Naldoza, N. D. (2025). Challenges and practices of instructional leadership: A qualitative inquiry of principals’ and teachers’. The Normal Lights, 19(1)
21. Ranjan, R., Singh, P., & Kumar, A. (2025). Time management for leaders and impact on productivity: A review study. Journal of Leadership and Organizational Studies, 32(1), 1–12.
22. Wieczorek, D., & Manard, C. (2018). Instructional Leadership Challenges and Practices of Novice Principals in Rural Schools. Journal of Research in Rural Education, 34(2).