Teacher Leadership Practices and Challenges of Master Teachers in Curriculum and Planning

Abstract

This study explored the teacher leadership practices and challenges of master teachers in curriculum and planning in the Schools Division of Panabo City, Davao Region. At the heart of the research were the questions: What are the leadership practices of Master Teachers in shaping curriculum and guiding instructional planning, and what challenges do they face along the way? Grounded in Transformational Leadership Theory and the Philippine Professional Standards for Teachers (PPST) Domain 4, the study drew insights from 15 master teachers through interviews and thematic analysis. The teacher leadership practices of master teachers in the schools Division of Panabo City in curriculum and planning highlights five major themes: structured curriculum leadership through planning, monitoring, and alignment; instructional leadership through coaching, mentoring, and developmental support; responsive leadership through learner-centered and contextualized curriculum adaptation; collaborative leadership through LAC, PLC, and professional learning communities; and innovative leadership through ICT integration and resourcefulness. While, the teacher leadership challenges of master teachers highlight five major themes: workload and structural constraints on teacher leadership; gaps in curriculum understanding, alignment, and standards interpretation; resistance to change, evaluator perceptions, and weak collaborative engagement; limited readiness for responsiveness, differentiation, and learner-centered teaching; and ICT, resource, and communication barriers. The findings painted a vivid picture of leadership in action. Master teachers were seen mentoring colleagues, aligning curriculum with standards, facilitating collaborative planning, and experimenting with ICT integration to enrich instruction. Yet, their leadership journey was not without obstacles. Heavy workloads, unclear role boundaries, limited authority in decision-making, and gaps in institutional support often made their leadership efforts difficult to sustain. Resource shortages and resistance to change further complicated their work, revealing the tension between expectations and realities in schools. Despite these challenges, the study highlighted the resilience and commitment of master teachers. Their practices showed that teacher leadership is not just about authority but about influence, collaboration, and the drive to improve learning experiences. The study concludes that for master teachers to thrive as curriculum leaders, schools must provide clearer structures, stronger support systems, and leadership-focused professional development. Policy recommendations call for reducing workload overlap, strengthening mentoring frameworks, and investing in ICT resources to empower master teachers in their dual role as educators and leaders.