Master Teachers as Instructional Leaders amidst the Challenges of 21st Century Teaching Learning

Abstract

This study, which utilized a parallel-convergent mixed-methods approach, describes in detail
the challenges faced by Master Teachers at public secondary schools regarding 21st-century
teaching and learning. It assessed the level of instructional supervision of the Master Teacher
respondents in public secondary schools based on the following indicators: classroom
observation; obtaining learning aids; researching teaching methods; mentoring teachers;
planning teacher training; and curriculum development. The study used a purposive sampling of
sixty teachers in demographically diverse public secondary schools in the Division of Bulacan.
Master teacher respondents completed a questionnaire online. Challenges facing education and
learning in the 21st century were addressed in the questions. Through online interviews, the
respondents answer through the Google form platform. Sixty (60) master teachers from Eddis II,
Division of Bulacan, took part in a study about the challenges of education in the twenty-first
century.
Data showed that mentoring teachers obtained the highest mean among the aspects of
instructional supervision delivered by master teacher-respondents in public secondary schools.
On the other hand, research teaching methods received the lowest mean. Most teacher
respondents confirmed that master teachers collaborate with the school head to exercise
instructional supervision. It was suggested that a program of intervention be implemented to
enhance the instructional leadership of master teachers in public secondary schools of Eddis II
in Bulacan.
KEYWORDS –
21st-century learning refers to abilities that students need to possess, such as problem-solving,
critical thinking, and literacy digitally, to succeed in the twenty-first century.

21st-century educators must progressively address the needs of learners in today's
technologically advanced society. They must modify their education methods to meet modern
learning modes and accommodate new technological advancements.
21st-century education adapts to the sociological, technical, and economic changes occurring
at an accelerating rate. Through education, learners are ready for success in a world where
change is the norm.
Instructional supervision ensures the school's educational objective carries off by supervising,
supplying, and empowering educators to give students meaningful learning experiences.
21st-century skills. Refers to 21st-century skills that Master Teachers must have, such as
understanding classroom observation, acquiring instructional materials, exploring new ways of
instructing, mentoring educators, organizing teacher-training programs, and crafting
educational curricula.