INSTRUCTIONAL MENTORING OF MASTER TEACHERS FOR TEACHERS I-III IN

BULAOEN WEST ELEMENTARY SCHOOL

An Action Research

By:

CAROL LAGMAY

1
I- CONTEXT AND RATIONALE

A Master Teacher is an instructional leader in school. It is his/her duty to promote

and exemplify high quality and excellent teaching through purposeful sharing of

instructional knowledge, pedagogical skills and teaching practices. Master Teachers

precedes and initiates instructional peer coaching or mentoring and lead the building of

collaborative learning culture towards the strengthening of the instructional capacities of

teachers, learners and the entire school community. Truly, Master Teachers are highly

skilled and expert educators with a strong level of passion and commitment to extend

their knowledge and expertise to their fellow educators to improve the instructional

quality of their schools.

Likewise, Master Teachers are instructional leaders with a wealth of educational

experiences that they can apply and share to initiate and facilitate professional

development and enhancement for their co-educators. These instructional leaders

precede the provision of professional learning opportunities for their peers leading to

pedagogical advancement. Master Teachers are also great professional leading teacher

teams in school. They also exert noble efforts to facilitate coaching conversations or

instructional mentoring among teachers in school.

There are various and multiple duties and responsibilities that Master Teachers

fulfill not only within the school that they serve but also district wide. In their school and

district, Master Teachers regularly meet, confer and collaborate with school and district

leaders in order to discuss the academic and administrative goals and plans of schools.

These instructional leaders initiate the fostering of strong partnerships among all the

2
members of school and district communities. They also strive to work collaboratively

with their co-educators in school to assess, evaluate and understand the teachers’

pedagogical knowledge and skills in relation to instruction and curriculum. Likewise,

continuous professional learning sessions are initiated, structured, designed and

facilitated by these instructional leaders.

Furthermore, Master Teachers align educational and professional learning

agenda with knowledge and competencies that are highly needed towards the

enhancement of the quality of instruction offered for the learners. They also help to

ensure the organization of the works of teacher teams by grade level or by subject area.

They offer individualized mentoring or peer coaching for teachers. Modeling of best

teaching practices are also regularly undertaken by these great instructional leaders to

positively influence their fellow educators in school.

That is why in view of these, this study will seek to explore on the instructional

mentoring services offered by the Master Teachers for Teachers I-III in Bulaoen West

Elementary School, the selected locale of this research. The researcher will delve on

the roles and contributions of Master Teachers in providing technical assistance for their

co-educators. It is in the need to discuss and analyze how the mentoring services of

Master Teachers can help to address the teaching problems of their fellow teachers in

school that this study is hereby proposed.

3
Review of Related Literature and Studies

Smith, Jenrich (2010) in his article “ Educational Roles of Master Teachers”

discussed some of the significant roles or functions of Master Teachers in school.

These functions include purposeful learning sharing of effective teaching practices, peer

coaching, mentoring, training of teachers and fostering a collaborative learning culture

in school. Master Teachers are experts in the education field. They are highly skilled

and proficient teachers attributed with passion and commitment to improve the quality of

instructions in their schools by way of sharing their knowledge, trainings and

pedagogical expertise to their fellow teachers.

Master Teachers possess ample experiences and expertise in the field of

teaching and school leadership which they share and facilitate to their colleagues.

Master Teachers help to promote the professional development of their peers through

various efforts and practices. These include initiating higher professional and

instructional trainings for teachers and leading teams of faculty members. Master

Teachers also precede coaching conversations or mentoring sessions for the teachers.

Relevantly, Lee, Katherine (2010) in her work “Educational Contributions of

Master Teachers to School” explained that the primary role of Master Teachers in

school is to coach or mentor teachers through reflective teaching practices in order to

contribute towards the enhancement of instructional quality in school. Master Teachers

often visit classrooms regularly to coach and give feedbacks to teachers to help them

improve their teaching practices. They coach and mentor teachers based on

Performance-Based Assessment. Master Teachers help to establish and support higher

4
level of curriculum implementation by using performance-based assessment data and

results of structured classroom observations.

Furthermore, Master Teachers provide individualized follow-up support to the

teacher’s level of development. They also plan and precede small group

meetings/trainings for teachers with similar needs. These instructional leaders also

perform additional duties which are directly related to teaching, instruction and

classroom management.

In connection with the above discussions, Carlson Andrew (2012) in his work “

Master Teacher’s Leadership Roles” enumerated and discussed some of the significant

teacher-leadership roles of the Master Teachers. These include mentoring of new and

current teachers in school. Master Teachers are also entrusted to design and implement

teacher professional development training to help teachers increase their pedagogical

competence and effectiveness. Likewise, Master Teachers handle multiple leadership

positions in school including serving as department heads, union representatives, site

committee members, curriculum specialists and professional leaders in communities.

Furthermore, Master Teachers coach, mentor and guide their colleagues in the

utilization and application of appropriate research-based strategies. They initiate

reflective dialogues or conversations with colleagues or co-educators in school to help

improve the quality of instruction and teaching-learning outcomes. Fostering

improvement in the teaching-learning process, initiating further professional

development trainings of teachers and helping them to build instructional capacity are

some of the noble instructional leadership goals of the Master Teachers.

5
 Relevant with the discussions of Carlson about Master Teachers’ roles, Carmela

Canlas Oracion (2013) also explored on the teacher-leadership roles of Master

Teachers through her study “Master Teachers’ Leadership in Public Schools in the

Philippines”. This study investigated the contextual conditions that either enabled or

hindered teacher-leadership practices of the Master Teachers in Philippine schools. The

researcher conducted semi-structured interviews with school heads and focus-group

discussions and interviews with Master Teachers from the selected seven public

schools in the Philippines.

The findings of this study showed that majority of the respondents of this

research believed that teacher-leadership of Master Teachers in public schools was a

meaningful concept even if Master Teacher leadership has not yet formally introduced

in schools. Majority of the respondents claimed that teacher-leadership of Master

Teachers includes actions and practices undertaken by these teacher-leaders to

respond positively to opportunities and challenges of improving teaching and learning.

Likewise, majority of Master Teachers subjected under this study were found to possess

higher level of pedagogical and leadership competencies as well as moral purpose

which helped them attain success as instructional/professional leaders in school.

Similar with the concepts of Oracion’s study, McClean Wilma (2014) in her study

“The Master Teacher: Roles and Responsibilities in the Reform Process” sought to

determine the views, opinions and perceptions of teachers regarding the “master

teacher” concept within the school system. The primary objectives of this study include

analyzing the Master Teacher concept based on the idea of educational reform and

identifying the roles and functions of Master Teachers in the classroom and in the entire

6
learning environment of the school. The researcher also sought to determine the

various responsibilities of Master Teachers in the school reform process.

The findings of this study showed that majority of the respondents of this

research perceived that Master Teachers are highly knowledgeable about the

curriculum, pedagogy, practices and methodology of education. The respondents also

claimed that Master Teachers are not willing to enter into formal educational

administration but rather prefer to work within the classroom and the school-based level.

Furthermore, most of the respondents showed higher appreciation of the multiple

instructional leadership roles of Master Teachers. These roles include acting as

mentors, facilitators, curriculum specialists, collaborators and advocates of educators’

pedagogical development.

RESEARCH QUESTIONS

This study will be centered on the instructional mentoring of Master Teachers for

Teachers I-III in Bulaoen West Elementary School.

Specifically, it will seek to answer the following questions:

1. What are the specific problems encountered by Teachers I-III in the different

key areas of teaching that may require assistance and mentoring from Master Teachers

as to:

a. lesson planning;

b. teaching strategies;

7
 c. preparation and utilization of instructional materials;

d. classroom management and discipline;

e. management of school programs and activities;

f. computation of pupils’ grades and

g. other teaching problems?

2. What are the mentoring services offered by Master Teachers to help Teachers

I-III address their multiple teaching problems?

3. What is the evaluation of the Master Teachers’ mentoring services?

4. What are the implications of Master Teachers’ mentoring services on the

teaching competencies of Teachers I-III?

5. What recommendations can be proposed in order to further enhance the

instructional leadership skills of Master Teachers and the teaching competencies of

Teachers I-III in Bulaoen West Elementary School?

Hypothesis

There is a significant relationship between the Master Teacher’s mentoring

services and the teaching competencies of Teachers I-III.

8
Significance of the Study

This study will be conducted in the hope of benefitting the following individuals or

groups:

Master Teachers. They are the main beneficiaries of this study as they will be

provided with additional knowledge or inputs on how they can contribute towards the

professional development and teaching improvements of their fellow educators in

school primarily through mentoring services. This study will make them realize their

indispensable roles and functions as instructional leaders in school capable of providing

technical and instructional assistance to their co-educators especially for Teachers I-III.

Teachers I-III. They are also considered as the beneficiaries of the inputs of this

present research as they will be offered with technical and instructional assistance by

the Master Teachers primarily in the form of mentoring in the different key areas of

teaching. This research will make them recognize and appreciate better the

contributions of Master Teachers towards the enhancement or improvement of their

teaching skills, knowledge and proficiency.

School Heads or Administrators. The results of this study will offer school

leaders with sources of background data or knowledge which can be used as basis for

the conduct and implementation of programs and practices towards the further

enhancement of the instructional leadership skills of Master Teachers and the

pedagogical competencies of the other teachers in school.

Pupils/Students. They are likewise considered as beneficiaries of this study as

they will certainly be provided with quality instructions and education by their teachers

9
who are well-equipped with teaching knowledge, skills and trainings with the help of

Master Teachers as the mentors. Enhanced pedagogies, teaching approaches,

instructional materials and over-all teaching proficiency of teachers with the mentoring

of Master Teachers will also directly benefit the learners.

Scope and Limitations

This study will be focused and limited on the master teachers’ instructional

mentoring services for Teachers I-III in Bulaoen West Elementary School. The

researcher limits the respondents of the study with the 1 Master Teachers in this school

selected through total enumeration. Likewise, the researcher also selects 6 Teachers I-

III in this school as the other respondents of this study who are also selected through

total enumeration.

The researcher also limits the study with the application of Descriptive-Survey

method of research using survey-questionnaires and interview guide. Furthermore, the

limitations of this study are based on the following major research objectives: 1. to

identify the specific problems encountered by Teachers I-III in the different key areas of

teaching which require the instructional assistance of Master Teachers in the form of

mentoring; 2. to determine the mentoring services applied by Master Teachers to

address the teaching problems of Teachers I-III; 3. to evaluate the quality of the

mentoring services rendered by the Master Teachers; 4. to analyze implications of the

Master Teachers’ mentoring services on the teaching competencies of Teachers I-III

10
and 5. To propose recommendations on how to further improve the instructional

leadership skills of Master Teachers and the teaching competencies of Teachers I-III.

METHOD

Type of Research

The researcher will apply the concepts of Descriptive Research design,

specifically the Descriptive-Survey method. According to Wolman (2010), descriptive

research focuses on the description, discussion and analysis of the different problems,

issues, challenges, concerns, events and phenomena in the various sectors of life or

fields of knowledge. Descriptive- Survey is highlighted by the use of instruments like

survey-questionnaires and interview guides for data gathering.

In this study, the Descriptive-Survey method will be primarily utilized in the

discussion and analysis of the following salient and major points of the study: 1. the

specific problems encountered by Teachers I-III in the different key areas of teaching

which require the instructional assistance of Master Teachers in the form of mentoring;

2. the mentoring services applied by Master Teachers to address the teaching problems

of Teachers I-III; 3. the quality of the mentoring services rendered by the Master

Teachers; 4. the implications of the Master Teachers’ mentoring services on the

teaching competencies of Teachers I-III and 5. recommendations on how to further

improve the instructional leadership skills of Master Teachers and the teaching

competencies of Teachers I-III.

11
Respondents

There will be a total of 7 teacher-respondents in this study. There will be one

Master Teacher and six Teachers I-III who will serve as participants of this research. All

of the participants will be subjected to data gathering procedures like answering of

survey-questionnaires and conduct of interviews.

Sampling Method

The Master and the Teachers I-III who will serve as respondents of this study are

selected through total enumeration technique.

Table 1

Master Teacher (Respondent)

Master Teachers Frequency Sampling Method

Male 0

Female 1 Total Enumeration

Total 1

Table 2

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 Teachers I-III (Respondents)

Teachers I-III Frequency Sampling Method

Male 3

Female 3 Total Enumeration

Total 6

Proposed Innovation, Intervention and Strategy

The instructional or technical assistance offered by Master Teachers to Teachers

I-III come in the form of mentoring services which evolve on the following key areas of

teaching:

1. Lesson Planning

2. Teaching Strategies

3. Preparation and Utilization of Instructional Materials

4. Conduct of Educational Research

5. Production of Educational Innovation

6. Classroom Management Skills

7. Management of School Programs and Activities

8. Orientation about DepED guidelines, policies, memos and programs

9. Preparation of School Reports and Documents

10. Computation of Pupils’ Grades or Grading System

11. Preparation and Construction of Test Papers

12. Teachers’ Academic Coaching

13
 13. Enhancement of Teachers’ Oral and Written Communication Skills

14. Establishing Good Relations with School Leaders, Co-Teachers, Parents and

Stakeholders of the School

Instruments

There will two main data gathering instruments to be utilized in this study. These

are the interview guide and the survey-questionnaires. The survey-questionnaires to be

distributed to the teachers will be composed of three salient parts. The first part will

seek to identify the teaching problems of Teachers I-III. The second part of the

questionnaire will provide for the identification of the mentoring services of Master

Teachers key areas in teaching for Teachers I-III. Meanwhile, the third part will seek to

evaluate the quality of the mentoring services rendered by the Master Teachers to

Teachers I-III.

On the other hand, the survey-questionnaires to be distributed to the Master

Teachers will be comprised of three salient parts. The first part will seek to identify the

profile of the Master Teachers. The second part will seek to determine the specific

problems encountered by the Master Teachers in mentoring Teachers I-III. Likewise,

the third part will provide for the recommendations on how to further enhance Master

Teachers’ instructional leadership skills. The interview guide, on the other hand, will be

used to validate the responses of the participants on the survey-questionnaires.

Data Collection Procedures

14
 The researcher will need to undertake organized and systematic data gathering

procedures to arrive at valid and accurate presentation, tabulation, analysis and

interpretation of the responses, concepts and data obtained in this research. These

procedures primarily include the conduct of interviews and distribution of survey-

questionnaires to the selected Master Teachers and Teachers I-III as participants of this

study.

Interviews will be conducted with the Master Teachers and Teachers I-III selected

as respondents of this research to give them inquiries about their views, perceptions,

difficulties, problems, challenges and experiences with regards to the provision of

mentoring services of the Master Teachers to their co-educators in school. On the other

hand, distribution of survey-questionnaires to both Master Teachers and Teachers I-III

will be conducted in order to gather pertinent data about the profile of the teachers, the

key areas of teaching where teachers encounter difficulties, thus requiring the

mentoring and assistance of Master Teachers, the problems or difficulties experienced

by Master Teachers while mentoring their co-educators in school, the evaluation or

assessment of the level or quality of the mentoring services rendered by the Master

Teachers and the recommendations which can be undertaken to facilitate further

enhancement in the Master Teachers’ instructional leadership skills.

Ethical Considerations

There are some significant ethical aspects which need to be considered by the

researcher during the conduct of this study. One of these ethical considerations is the

need to seek first for the permission and approval of the school head, Public Schools

15
District Supervisor, Schools Division Superintendent and other DepED superiors for the

formal conduct of this research. Secondly, the researcher needs to submit the official

copy of the action research proper to the division’s research committee for the

comprehensive review and checking of the research output. Once certain corrections or

suggestions to improve the research are given by the committee, the researcher needs

to comply with the required revisions stipulated in the manuscript to enhance the quality

and contents of the action research paper or final research output.

Furthermore, the researcher also needs to orient the Master Teachers and the

Teachers I-III selected as respondents of this study about their roles and participation in

the conduct of this research. All these respondents will need to be oriented about the

purposes or objectives of subjecting them to inquiries, interviews and answering of

survey-questionnaires and about the over-all objectives of this research, so their

participation will be solicited and maximized.

Data Analysis Plan

All the data gathered from the distribution of survey-questionnaires and conduct

of interviews with the respondents of this study will undergo tabulation, presentation,

computation, interpretation and analysis. That is why in order to arrive at the accurate

and valid interpretation and analysis of the data obtained; the researcher will make use

of statistical tools applicable in this study. These statistical tools include frequency

count, percentage and weighted mean technique.

The following statistical tools will be used in the treatment and analysis of the data.

16
1. Percentage – This will be used to establish the profile of the Master Teachers and

Teachers I-III selected as respondents of this research.

The formula

a. % = F/A x 100

Where

F = Frequency

A = Total number of respondents.

100 = Constant Value

2. Weighted Mean- This will be used in the treatment of the data gathered from the

responses of the participants in the survey-questionnaires distributed and administered

by the researcher.

The formula for weighted mean:

Σ(wx)
x̅ =
Σw

x = Sample mean

W = Weight

Σ = Sum of

x = Values in sample

17
WORK PLAN

PERSONS SUCCESS
ACTIVITIES TIME FRAME
INVOLVED INDICATOR
Pre-implementation
Phase:

1. Preparation of the Prepared,

Research submitted
Proposal research
2. Submission of the School principal, proposal for
January, 2024
Research proponent, PPRD approval
Proposal for Revised
approval proposal
3. Revision (if any) Implemented the
4. Implementation of research
the Research proposal
Proposal
Implementation
Phase: Determined or
1. Determining the identified the
final list of the respondents
respondents
2. Orientation to the Oriented the
respondents respondents
3. Formulation of
data gathering Administered
tools pretest &
4. Implementation of posttest
the research study School Head,
5. Administration of March 2024 proponent, Implemented the
questionnaires respondents research study
6. Collection,
tabulation,
analysis, and Collected,
interpretation of tabulated,
data analyzed, &
7. Formulation of interpreted the
conclusion and data
recommendation
Formulated
conclusion &
recommendation

18
 Post-
Implementation
Phase:
1. Submission of the May 2024 School Head, Accomplishment
Accomplishment proponent Report of the
Report Research
2. Revision (if any)
3. Submission and
Acceptance of the
Final Report

COST ESTIMATES

TOTAL
ITEM QUANTITY AMOUNT
AMOUNT
1. Preparation and formulation of action P2,000.00 P2000.00
research proposal

2. Production and Distribution of 150.00 150.00

Questionnaires

3.Preparation and Formulation of the 600.00 600.0

completion report of the action research 0
project

4.Documentation 200.00 200.0

0
5.Others 100.00
100.00
TOTAL P 3,050 P, 3,050

19
PLANS FOR DISSEMINATION AND UTILIZATION

PERSONS SUCCESS
ACTIVITIES TIME FRAME
INVOLVED INDICATOR

1. Present the action January 2024 Proponent Approved

research proposal Proposal

2.Conduct/
implement the actual January to May 2024 Proponent Approved Action
action research Research Study
study
Proponent
3. Formulate May 2024 Positive
Findings, Outcomes of the
conclusions and Entire Study
recommendations of
the student through
the completion report

REFERENCES

Smith, Jenrich.(2010). Educational Roles of Master Teachers. Retrieved on November

10, 2016 from files.eric.ed.gov/educational-roles-of-master-teachers.pdf

Lee, Katherine (2010).Educational Contributions of Master Teachers to School.

Retrieved on November 10, 2016 from www.uft.org/files/educational-
contributions-of-master-teachers-to-school

Carlson Andrew (2012).Master Teacher’s Leadership Roles. Retrieved on November

10, 2016 from www.nj.com/education/master-teacher-leadership-roles

20
Carmela Canlas Oracion (2013). Master Teachers’ Leadership in Public Schools in the
Philippines. Retrieved on November 10, 2016 from
https://www.k12.educ.project/master-teachers-leadership-in-public-schools-in-
the-philippines

McClean Wilma (2014).The Master Teacher: Roles and Responsibilities in the Reform
Process. Retrieved on November 10, 2016 from
https://www.eprints.ce.ac.uk/21652/1/thesis.pdf

21
 Republic of the Philippines
Department of Education
Region I
Division of Pangasinan II
District of Sison
Bulaoen West Elementary School

VIVIAN LUZ S. PAGATPATAN, PhD., CESO VI

OIC Schools Division Superintendent
Division of Pangasinan II
Binalonan, Pangasinan

Madam:

I have the honor to request permission to conduct an action research entitled “

Instructional Mentoring of Master Teachers for Teachers I-III in Bulaoen West Elementary
School”.

Attached herewith are the copies of the Action Research Proposal

Hoping for your positive response and approval. Thank you very much and Godspeed.

Very truly yours,

CAROL C. LAGMAY
Master Teacher I/ Researcher

Noted:

EDGARDO L. PADIN JR
Teacher–in–Charge

VIRGINIA S. CABERO, EdD

Public Schools District Supervisor

Approved:

VIVIAN LUZ S. PAGATPATAN, PhD, CESO VI

OIC, Schools Division Superintendent

22
 Republic of the Philippines
Department of Education
Region I
Schools Division Office of Pangasinan II
BULAOEN WEST ELEMENTARY SCHOOL
District of Sison

QUESTIONNAIRE FOR THE MASTER TEACHER

INSTRUCTIONAL MENTORING OF MASTER TEACHERS FOR TEACHERS I-III IN

BULAOEN WEST ELEMENTARY SCHOOL
Name:

Teaching Position:

The researcher is currently conducting a study entitled “Instructional Mentoring of

Master Teachers for Teachers I-III in Bulaoen West Elementary School”.

Therefore, the researcher is requesting for your participation and involvement in

this study particularly in answering the survey-questionnaires. Your answers or
responses to the questions will serve as valid sources of data for this study. Your time,
effort and participation in this study will be greatly appreciated. Rest assured that your
responses will be held with great confidentiality.

Thank you very much.

CAROL C. LAGMAY
Master Teacher I/Researcher

23
I- PROFILE OF THE RESPONDENTS

Directions: Kindly supply the needed information about your profile by putting a check

mark in the box of your selected response.

Age

20-25 years old

26-30 years old

31-40 years old

41-50 years old

51-60 years old

Above 60 years old

Sex

Male

Female

Teaching Position/Rank

Master Teacher-I

Master Teacher-II

Master Teacher –III

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Length of Teaching Experience

1 year

2-5 years

10 years

11- 15 years

16-20 years

More than 20 years

Higher Education Degree

Master’s Degree

Major in

Doctoral Degree

Major in

25
II- PROBLEMS ENCOUNTERED BY THE MASTER TEACHERS IN MENTORING

TEACHERS I-III

Directions: What are the problems you typically encounter or experience while rendering

mentoring services to your fellow teachers in school? Kindly follow the indicated scale

below.

5-Always
4-Often
3-Sometimes
2-Seldom
1-Never

PROBLEMS ENCOUNTERED 5 4 3 2 1

1.Poor attendance of teachers during mentoring

sessions

2. Limited time to conduct mentoring sessions

3. Lack of specific schedule to conduct mentoring

sessions

4. Teacher’s lack of commitment or initiative in

applying what they have learned during

mentoring sessions

5. Teacher’s insubordination

6. Lack of inputs to offer for teachers during

mentoring sessions

26
 7. Conflicts of interest and perceptions between

teachers and Master Teachers/Mentors

8. Other unfavorable attitudes of teachers

towards Master Teachers/Mentors

III-RECOMMENDATIONS ON HOW TO FURTHER ENHANCE THE MASTER

TEACHERS’ INSTRUCTIONAL LEADERSHIP SKILLS

Directions: Kindly write at least 3-5 recommendations on how Master Teachers can

facilitate enhancements in their instructional leadership skills including mentoring

services and assistance to their co-educators in school.

27
 QUESTIONNAIRE FOR TEACHERS I-III

INSTRUCTIONAL MENTORING OF MASTER TEACHERS FOR TEACHERS I-III IN

BULAOEN WEST ELEMENTARY SCHOOL
Name:

Teaching Position:

The researcher is currently conducting a study entitled “Instructional Mentoring of

Master Teachers for Teachers I-III in Bulaoen West Elementary School”.

Therefore, the researcher is requesting for your participation and involvement in

this study particularly in answering the survey-questionnaires. Your answers or
responses to the questions will serve as valid sources of data for this study. Your time,
effort and participation in this study will be greatly appreciated. Rest assured that your
responses will be held with great confidentiality.

Thank you very much.

CAROL C. LAGMAY
Master Teacher I/Researcher

28
I- PROFILE OF THE RESPONDENTS

Directions: Kindly supply the needed information about your profile by putting a check

mark in the box of your selected response.

Age

20-25 years old

26-30 years old

31-40 years old

41-50 years old

51-60 years old

Above 60 years old

Sex

Male

Female

Teaching Position/Rank

Teacher-I

Teacher-II

Teacher –III

29
Length of Teaching Experience

1 year

2-5 years

10 years

11- 15 years

16-20 years

More than 20 years

Higher Education Degree

Master’s Degree

Major in

Doctoral Degree

Major in

II- PROBLEMS ENCOUNTERED BY TEACHERS I-III IN THE DIFFERENT KEY

AREAS IN TEACHING WHICH REQUIRE MASTER TEACHERS’ MENTORING

SERVICES

Directions: The following are the various aspects, components or areas of teaching and

school management which require mentoring services of Master Teachers. Which of

30
these areas you find difficult, thus makes you in need of the mentoring assistance and

services of Master Teachers as your instructional leaders in school? Follow the

indicated scale below.

5-Most Difficult
4-More Difficult
3- Moderately Difficult
2-Difficult
1-Least Difficult

Key Areas in Teaching/School Management 5 4 3 2 1

1. lesson planning

2.teaching strategies

3. preparation and utilization of instructional

materials

4. conduct of educational research

5. production of an educational innovation

6. classroom management skills

7. management of school programs and

activities

8. orientation about DepED guidelines, policies,

memos and programs

9. preparation of school reports and documents

10.computation of pupils’ grades

31
 11.preparation of test papers

12. teachers’ academic coaching

13. honing/enhancement of teachers’ oral and

written communication skills

Other key areas please specify

III-EVALUATION OF THE QUALITY OF THE MASTER TEACHERS’ MENTORING

SERVICES TO THEIR FELLOW TEACHERS

Directions: How will you rate your Master Teachers in terms of their quality or levels of

mentoring services and assistance offered to you and your fellow teachers? Indicate

your assessment or evaluation based on how Master Teachers mentor, guide, coach,

train and assist you in each key area of teaching below. Follow this indicated scale.

5-Excellent
4-Very Good
3-Strong
2-Weak
1-Poor

Mentoring Services of Master Teachers 5 4 3 2 1

32
1.mentoring about lesson planning

2. mentoring about teaching strategies

3. mentoring about preparation and utilization of

instructional materials

4. mentoring about the conduct of educational

research

5. mentoring about the production of an

educational innovation

6. mentoring about classroom management

skills

7.mentoring about management of school

programs and activities

8. mentoring on orientation about DepED

guidelines, policies, memos and programs

9. mentoring about preparation of school reports

and documents

10. mentoring about computation of pupils’

grades

11. mentoring about preparation of test papers

12. mentoring about teachers’ academic

coaching

13. mentoring about honing/enhancement of

teachers’ oral and written communication skills

33
34