Master Teachers’ Instructional Leadership, Teaching Competencies and Teacher Development in Public Secondary Schools in the Division of Camarines Sur

Abstract

This descriptive-correlational study aimed to determine the relationship between master teachers' instructional leadership and teaching competencies on teacher development among selected master teachers in public secondary schools in the Division of Camarines Sur for the School Year 2025–2026. Data was collected using a researcher-made survey with a 4-point Likert scale. Descriptive statistics, Pearson correlation, and multiple regression analysis were employed.
The main findings indicated that master teachers highly demonstrated both instructional leadership and teaching competencies, which were strongly correlated with teacher development (instructional leadership, r = 0.612; teaching competencies, r = 0.790; p = 0.001). Multiple regression confirmed that instructional leadership and teaching competencies are significant predictors of teacher development, collectively explaining 40.9\% of the variance. The study concluded that master teachers' instructional leadership and teaching competencies are critical factors in enhancing the professional growth, instructional practices, and motivation of their peers, leading to the development of the CESAR Improvement Plan.