Level of Practice of Master Teachers as Instructional Leaders

Master teachers are professionals known for their high level of proficiency in the education curriculum. They oftentimes serve as mentors to other teachers and assist the school heads in the area of instructional supervision. They are experts in practice in achieving quality student learning in the school setting. This study on the level of practice of master teachers as instructional leaders ventured into how the master teachers in Irosin II District discharge their instructional functions along with the key areas of curriculum and instruction. The descriptive qualitative research design was employed to unveil the practices of the informants in discharging roles as master teachers. It is revealed that the instructional competence of master teachers is the foundation of their effective instructional leadership in bringing out the best in students and empowering peers. Their understanding of curriculum content and pedagogy made them   innovative and    effective in instructional delivery. Having remarkable skills in planning, assessing, and reporting paved the way to arrive at evidence-based instructional decisions. The professional growth   and development of master teachers affected   their upskilling and retooling process for   their continuous growth and development.  Their instructional    practices created an impact on learning outcomes, teachers’ competence, and the promotion of best practices in schools. These   cited findings   provided a framework for proposing a professional learning community plan to continuously improve the instructional practice of master teachers.