The Master Teachers as Catalysts in Bringing Schools to Greater Heights

Abstract

This case study research, with the use of phenomenological analysis, explored the experiences of Master Teachers in high performing schools in the Division of Angeles City in their pursuit of achieving instructional effectiveness. The study was guided by a grand tour question, addressed by four sub-questions which elicited significant responses on the instructional effectiveness practice anchored in National Competency-Based Teacher Standards. Data collected, using analytic induction during the individual interviews with eight (8) master teachers in high performing school indicated in School-Based Management Level of Practice provided the basic understanding of the best practices and rich experiences in instructional effectiveness. Using open and axial codings, four (4) themes emerged from the interviews: cutting-edge professional development activities, responsive curriculum enrichment, superior teaching qualities, and 21stcentury learner-centered teaching strategies. Culled from the themes and categories, a proposed model of instructional effectiveness was built and developed. Implications of instructional effectiveness were carefully discussed as well as recommendations to achieving instructional effectiveness as a vital component in achieving internal efficiency. The new developed model for instructional effectiveness will set the standards for teachers, to be able to fulfill the necessary pedagogy and instructional knowledge they need to teach21stcentury learners.