PERCEIVED BARRIERS AND CONCERNS IN THE PERFORMANCE OF MASTER TEACHERS: A PHENOMENOLOGICAL APPROACH

Educational Management

This qualitative, phenomenological study explored the lived experiences, barriers, and concerns of master teachers in relation to their professional performance in the North Cotabato Division of the Department of Education (DepEd), Philippines. A total of 25 participants, including master teachers, novice teachers, and school heads, were purposively selected based on their direct involvement with master teacher roles. Data collection methods included semi-structured interviews and focus group discussions (FGDs), providing rich, in-depth insights into participants’ experiences. The collected data were transcribed and analyzed using thematic analysis. Ethical considerations, including informed consent, confidentiality, and ethical clearance, were rigorously followed throughout the study. The findings revealed several key challenges that master teachers face, including difficulties in adapting the curriculum to diverse learner needs, managing time effectively while balancing leadership and mentoring roles, and maintaining classroom order in increasingly diverse educational settings. Moreover, gaps in professional development, particularly in leadership, technology, and diversity, were identified, along with a lack of formal mentorship and administrative support. These factors contribute to stress, burnout, and reduced performance, underscoring the mismatch between the high expectations placed on master teachers and the support available to them. The study also highlighted critical areas where master teachers require additional resources and support, such as specialized training, stronger administrative backing, and better access to technological resources. The allocation of adequate time for lesson planning, mentoring, and leadership responsibilities is essential to prevent overload. Furthermore, fostering opportunities for collaboration, peer mentoring, and recognition are vital for sustaining motivation and preventing burnout. To improve master teachers' performance, the study recommended targeted interventions, including specialized workshops, collaborative learning opportunities, and leadership development programs. Technology integration training and personalized coaching or mentorship were also emphasized as vital for supporting professional growth. Recognizing and rewarding master teachers for their contributions would enhance their motivation and strengthen their leadership roles, ultimately improving instructional effectiveness and job satisfaction.

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