Master Teachers’ Instructional Supervision Skills and Teachers’ Performance

Abstract

This study targets to investigate the instructional supervision of Master Teachers, as well as the performance of teachers, in two clusters of a medium-sized division in the Negros Island Region during the School Year 2025–2026. A total of 81 public school teachers served as the participants by answering a validated questionnaire. In this regard, instructional supervision skills were measured in content knowledge and pedagogy, curriculum and planning, assessment and reporting. In addition, the study considered the age, sex, and highest educational attainment of teachers. In terms of demographic profile, most participants were older, mostly female, and held master’s or doctorate degrees. On one hand, Master Teachers showed very high skills in content knowledge and pedagogy, high skills in curriculum and planning, and also in assessment and reporting. On the other hand, teachers’ performance was rated very satisfactory regardless of their profile. Results demonstrated significant differences in instructional supervision which appeared only in content knowledge and pedagogy, curriculum and planning when grouped by age. Meanwhile, other variables did not show significant differences at all. At the same time, there were no significant differences in teachers’ performance. In the end, the study found important links between supervision skills, and teachers’ performance, which highlights the key roles of Master Teachers in improving instructional outcomes. Lastly, supporting age-responsive mentoring and capacity-building programs may help further improve instructional effectiveness and keep teachers’ performance even higher.