Instructional Leadership in Practice: A Qualitative Exploration of Public Elementary Master Teachers’ Identity Formation and Influence in the Philippines

Background/purpose. Master Teachers (MTs) in the Philippines are positioned at the Highly Proficient level of the Philippine Professional Standards for Teachers (PPST), expected to model exemplary practice, mentor peers, and drive school improvement. Their role is reinforced by Relational Development Learning (RDL), which emphasizes coaching, mentoring, peer feedback, and reflective dialogue as a means of ongoing professional development. However, little is known about how MTs enact instructional leadership in practice, how their identities evolve in response to policy shifts and challenges, and how they perceive their influence on colleagues and the school culture. This study explores their lived experiences as classroom teachers and leaders in public elementary schools. Materials/methods. Using transcendental phenomenology, the study engaged twelve purposively selected MTs from six public schools through interviews, observations, and artifact sharing. Data were analyzed via a modified van Kaam method, with AI-assisted coding validated by the researcher. Triangulation, reflective analysis, and bracketing enhanced trustworthiness. Results. MTs lead through mentoring, collaboration, and classroom modeling, acting as relational rather than authoritative leaders. Their identities shift with reflective practice, PPST expectations, and contextual constraints. They see their influence extending to professional learning communities and school-wide quality. Conclusion. MTs’ leadership is rooted in relational influence, distributed leadership, and mentoring. Insights informed a micro-coaching model and log sheet aligned with SDG 4, Target 4.c.