Roles and Management Strategies of Master Teachers in Public Secondary Schools in the 2nd Congressional District of Sorsogon

Master teachers are considered expert educators and teacher leaders who can influence the improvement of the quality of teaching and learning. The latter is necessary to address the global decline in student performance. However, there have been observations that some master teachers do not perform as well as expected. Hence, this study identified the roles of master teachers and the management strategies they employ. It assessed how often the master teachers execute their roles and the perceived effectiveness of their management strategies. It also determined whether there was a significant relationship between these two variables. This descriptive correlational research used a closed-ended survey questionnaire administered to all master teachers at public secondary schools in the 2nd Congressional District of Sorsogon. The results indicated that the district’s master teachers always executed their roles under instructional leadership, subject area expertise, and curriculum and instructional materials development. The district's master teachers occasionally executed their roles under mentoring and professional development, administrative support, quality assurance in teaching and learning, and school improvement planning. The management strategies for school improvement planning were perceived to be moderately effective. The rest were perceived to be very effective. No significant relationship was found between these two variables. Based on these findings, an intervention plan was formulated.