EXPLORING THE LEADERSHIP CAPACITY OF MASTER TEACHERS ASINSTRUCTIONAL LEADERS: BASIS FOR A MENTORING PROGRAM

Abstract

In 21st-century schools, the concept of quality education has changed significantly. Although still based on effective pedagogy, classroom management, assessment, and subject expertise, modern education places a higher priority on equipping students with the skills necessary for the global and digital world in addition to academic knowledge. To fulfill this, the educational community must have top-tier teachers who can carry out their responsibilities to the highest standards. The study investigated the instructional competence and instructional leadership skills of master teachers as assessed by teachers and principals. The findings served as the foundation for developing a focused mentoring program. The outcomes established that both teachers and principals strongly agree on the high competency of master teachers across both instructional and leadership aspects. This highlighted the master teachers’ dual role as highly effective practitioners in the classroom and influential leaders among their peers. They are uniquely stationed to drive school-wide improvement by modeling superior instruction while vigorously guiding the professional growth of their contemporaries. Although principals have consistently provided higher ratings compared to teachers, this is primarily based on the role. Principals require the master teachers to evaluate strategic impact and formal leadership while the teachers assess daily operational effectiveness and collaboration. Statistical analysis further confirmed that these two skill sets possess a highly significant and strong positive correlation, underscoring their inherent interconnectedness. The proposed program will equip master teachers to expand their influence and leadership effectiveness, leveraging their skills to inspire colleagues and drive continuous improvement across the entire educational system.