Instructional Leadership Competencies of Master Teachers in The Division of Cavite : Basis for a Proposed Mentoring and Coaching Model

Abstract

INTRODUCTION

Leadership requires a complete self-identification with the group that is engaged or involved in the tasks. The three most important instructional leadership competencies are coaching and mentoring, facilitating, collaborative relationship, and community awareness engagement and advocacy. The output of this study is the coaching/mentoring model that will be of help in the performance of duties and in relation to the role that a master teacher has to perform. This study attempted to assess the Instructional Leadership Competencies and Leadership Style of Master Teachers as a basis for a proposed mentoring and coaching model.

METHODS

The study used the descriptive correlational method of research. It is otherwise known as normative survey which is a fact finding study used to collect demographic data about people's practices, beliefs, intentions, opinions, attitudes, interests, perceptions, and the like after which data were analyzed, organized and interpreted (Calderon, 2003). A correlational study, on the other hand, was used to determine the relationship between the instructional leadership competencies of master teachers and the leadership's style. The statistical tools used in the study are the percentage, ranking, weighted mean, t-test, person r, and analysis of variance.

RESULTS

An outstanding assessment of the selected groups of respondents on the leadership competencies of master teachers in terms of curriculum development, instructional development, instructional supervision, and staff development. The master teachers and teacher share common perception in the instructional leadership competencies in terms of curriculum development, instructional development, instructional supervision, and staff development. A Strongly agree assessment of the selected master teachers and teacher respondents in the leadership style. The professional training program serves as a template and guide by the school heads to develop instructional leadership competencies of the school heads and teachers. The training program on instructional leadership competence is very acceptable to the respondents.

DISCUSSIONS

Instructional leaders must possess specific traits and behaviors, such as charisma, which can be applied in different situations and environments. Schools exist in the heart of each community and school-community links are a mutually beneficial relationship in which the principal can play a leading role.