The Phenomenon of Leading among Senior Master Teachers in the 21st Century Educational Landscape

This study explored the leadership experiences of senior master teachers in the 21st-century educational landscape using descriptive phenomenology, specifically the Modified Stevick-Collaizi-Keen Method. Through interviews and thematic analysis, insights were gathered from six senior master teachers, revealing their dual roles as teachers and leaders. Seven themes emerged regarding their role as teachers: (1) valuing technological innovations and ICT, (2) nurturing a learner-centered K to 12 curriculum, (3) possessing knowledge of curriculum attributions, (4) teaching 21st-century skills, (5) demonstrating personal and emotional impact, (6) internalizing personal goals, and (7) mastering the new curriculum. For their leadership role, nine themes surfaced: (1) exemplifying work values, (2) instructional supervision, (3) ethical classroom observations, (4) fulfilling duties and responsibilities, (5) leading by example, (6) promoting professional growth, (7) requiring leadership skills, (8) empowering colleagues, and (9) addressing 21st-century challenges. Findings highlight that master teachers remain proactive and updated despite their age. However, continuous ICT skill development is crucial. The Department of Education should enhance professional development programs, particularly in instructional supervision, leadership, and management. Training for novice master teachers is essential to prepare them for the evolving demands of the 21st-century educational landscape.