Master Teachers’ Instructional Supervisory Skills And Teachers’ Performance

This study determined the level of instructional supervisory skills of Master Teachers (MTs) and their relationship to teachers’ performance in one of the districts of a medium-sized division in Central Philippines. The study focused on the three domains of supervision, namely mentoring and coaching, classroom observation, and monitoring of lesson plans, while considering demographic variables such as age, sex, educational attainment, and length of service. Using descriptive-comparative and correlational methods, data were gathered from teacher-respondents through validated survey instruments and analyzed using means, Mann-Whitney U-tests, and Spearman Rho correlation. Findings revealed that across all domains, MT’s instructional supervisory skills were consistently rated at a high level, while teachers’ performance was rated as very satisfactory. Relational analysis further showed no significant correlation between MT’s supervisory skills and teachers’ performance, suggesting that while supervision is valued, it does not directly predict performance outcomes. Based on the lowest mean items per domain, targeted programs were recommended: Reflective Practice Mentoring Circles to strengthen mentoring and reflective dialogue, a Consistency in Classroom Observation Initiative to ensure regular and systematic observation, and Lesson Plan Coherence Enhancement Clinics to improve feedback on lesson plan structure. In conclusion, the study underscores the importance of sustaining high-quality supervisory practices while recognizing demographic differences in perception. Keywords: Master teachers, supervisory skills, teachers’ performance