Organizational Support, Instructional and Professional Competencies of Master Teachers A Theory
Master Teachers are viewed as highly proficient individuals in their respective schools or division. They work hand in hand with the school heads in the supervision of teachers. In the advent of the implementation of the Philippine Professional Standards for Teachers PPST where the RPMS is anchored, they were tasked to observe classes of teachers and give teachers their over all rating. They too perform mentoring, coaching and proving technical assistance so teachers may elevate their levels of teaching performance. Thus, this study was primarily conducted to identify the levels of organizational support received by Master Teachers and their levels of instructional and professional competence. Significant relationship between the variables were also delved into. The respondents were the 63 elementary Master Teachers of Toledo City Division for School Year 2018 2019. Two sets of questionnaires were answered by all the respondents in order to determine the levels of organizational support they receive and their levels of instructional and professional competence. The findings revealed that elementary Master Teachers of received a very high support from the department, they too have an advanced level of instructional and professional competence. Moreover, the findings unveiled that the level of organizational support has no bearing on the instructional and professional competence of master teachers. Hence Clariño’s Competency Theory for Master Teachers was generated. In addition, the study recommends that master teachers should sustain their advanced levels of instructional and professional competence and that a theory validation should be undertaken.
Elementary Master Teachers, Organizational Support, Instructional, Professional Competence, Clariño’s Competency Theory for Master Teachers, Philippines, Asia
Jean L. Clariño