Authors : Madel P. Esquiera; Virginia D. Detera

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/374sdz6j

Scribd : https://tinyurl.com/yj2bw564

DOI : https://doi.org/10.38124/ijisrt/26feb434

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

Abstract : This study investigated the classroom practices of master teachers in public elementary schools, focusing on their classroom instruction, influence on co-teachers, and the challenges they encounter. Through a comprehensive analysis of lesson planning, teaching pedagogy, classroom management, classroom discipline, and provision of technical assistance, the research revealed that master teachers demonstrate strong professional competence in foundational areas such as curriculum alignment and creating positive learning environments. However, their effectiveness is significantly constrained by systemic barriers, including excessive workloads, limited preparation time, large class sizes, and parental interference. While master teachers successfully mentor colleagues in standard practices, their influence diminishes in areas requiring deeper instructional customization and individualized behavioral interventions. Master teachers encounter significant challenges across multiple areas, primarily revolving around time constraints, workload, and external pressures. In lesson planning, limited preparation time, overlapping responsibilities, and administrative deadlines hinder the creation of detailed and creative lessons, though colleague resistance is minimal. Teaching pedagogy is most strained by large class sizes and high-performance expectations, while difficulties in applying modern strategies are less pressing. Classroom management proves demanding due to juggling multiple activities and addressing diverse student needs, with off-task behavior posing fewer issues. Discipline challenges are dominated by parental interference and increased student misbehavior, whereas lack of co-teacher support is minor. Finally, technical assistance is limited by heavy workloads and insufficient time for mentoring, though co-teachers remain generally cooperative. Overall, the most pressing concerns stem from workload, time, and external demands, while peer resistance and minor classroom issues are less impactful. The study concludes that these dedicated professionals operate under considerable pressure, balancing instructional leadership with overwhelming administrative demands. Based on these findings, the research proposes a specialized professional development program designed to enhance instructional leadership, advanced pedagogical skills, and strategies for navigating systemic constraints, ultimately strengthening their capacity to drive continuous improvement in educational quality.

Keywords : Master Teachers, Instructional Leadership, Classroom Instruction, Teaching Pedagogy, Differentiated Instruction, Classroom Management, Professional Development, Systemic Barriers, Teacher Mentoring, Educational Challenges.

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