The Transformation of the Master Teachers in the Schools Division of Catanduanes

Abstract

INTRODUCTION

The Master Teacher concept has existed in the Philippines since 1979. MEC Order No. 10, s. 1979 guided its implementation. Thirty-: five years from the implementation of MEC Order No. 10 s. 1979, the MTs were confronted with the Position and Competency Profile (PCP) that comprehensively described the role and responsibilities of MTs. There were roles included in the PCP entirely different from their usual functions. The use of the PCP is in compliance with the Civil Service Commission (CSC) mandated the implementation of the Strategic Performance Management System (SPMS) to all government agencies through MC no. 6 s, 2012. This study looked into (1) performance of MTs based on MEC 10 (2) Task of MTs in the Perspective of the MTs and School Heads (3) Transformation of MTs from the old guidelines to the new PCP (4) Problems of MTs.

METHODS

This study used descriptive method of research. Questionnaire is the main tool in gathering data. The data gathered were used to describe the journey of the Master Teachers in transforming themselves from the expectations of MEC Order No. 10, s. 1979 to the new expectations of the Position and Competency Profile. The data were analyzed and interpreted using descriptive statistics. Documentary analysis and interview were also used.

RESULTS

MTs performance as a classroom teacher were very satisfactory, unsatisfactory as Instructional Material developer, satisfactory as Mentor and Demonstration Teacher. All the KRAs were perceived as main task except for Leadership role which is perceived as additional assigned Task. The MTs as the subject of change experience the normal stages of the process. The diverse perspective of the MTs on their task is a sign of confusion leading to disorientation if not properly addressed. Some of the Problems of MTs are lack of required skills and competence in conducting instructional supervision, no clear policy on the instructional supervisory functions, administrative reports are delegated to Master Teachers, and lack of an organized system on how the MTs perform their instructional supervision functions, mentoring, and coaching.

DISCUSSIONS

Results show that MTs need assistance to perform their role better in Instructional Material Developer and Mentor/Consultant to other teachers. The varying perception of MTs on their roles as well as the identified problems are functions that are included in the PCP which are entirely new and were not included in MECs 10. Policy governing MTs must be reviewed.