Gender – Based Role of Master Teachers in Instructional Supervision and Technical Assistance in San Jacinto District

Abstract

This study examined the gender-based role of Master Teachers in instructional supervision and technical assistance in the San Jacinto District. It determined the extent of Master Teachers' instructional supervision practices, the technical assistance they provided to support teaching and learning, and the perceived effectiveness of these practices in improving teaching performance. A mixed-methods research design was used, combining a descriptive survey with a phenomenological approach. Stratified random sampling was used to select 77 teachers from six schools, while complete enumeration was used for four school heads who supervised Master Teachers. Data were gathered through a validated questionnaire and semi-structured interviews. Quantitative data were analyzed using frequency counts and weighted mean, while qualitative data were analyzed through thematic analysis. Findings revealed that Master Teachers always practiced instructional supervision, with a composite mean of 3.67, and always provided technical assistance, with a composite mean of 3.63. Their strongest supervisory practice was sharing best practices and insights to support instructional improvement, while regular classroom observation received the lowest mean although still interpreted as always. In technical assistance, collaboration in professional development and targeted coaching were strongly practiced, while mentoring teachers in action research received the lowest mean. Qualitative findings showed that Master Teachers strengthened teachers' content knowledge and pedagogical practices, promoted collaborative and reflective professional growth, enhanced classroom management and the learning environment, supported inclusive and learner-centered instruction, and improved instructional planning, assessment, and reporting. The study concludes that Master Teachers contribute substantially to teacher competence, confidence, and instructional improvement. It recommends adopting the proposed intervention, Strengthening Master Teachers' Continuous Classroom Observation and Instructional Supervision Practices, to improve supervisory consistency, classroom monitoring, coaching, mentoring, and research-based professional development.