INSTRUCTIONAL LEADERSHIP PRACTICES AND INSTRUCTIONAL COMPETENCE OF MASTER TEACHERS IN THE SCHOOLS DIVISION OF IMUS CITY: BASIS FOR MASTER TEACHERS LEARNING AND DEVELOPMENT PLAN

The study determined the instructional leadership practices and instructional competence of master teachers to come up with a learning and development plan that will lead to the improvement of the teaching and learning outcome in the Schools Division of Imus City. It utilized the descriptive-correlational design to describe the relationship of leadership practices and instructional competence of master teachers in the Schools Division of Imus City. Results revealed that the demographic profile of the master teachers, majority of them are female, aged 41 to 49, most them have doctorate units with specialization in science and mathematics, have 6 to 10 years length of service, have attended instructional leadership trainings of 47 hours and below, and have outstanding performance in their IPCRF. Based on the results, master teachers often practiced all the domains in the instructional leadership practices. While the level instructional competence of master teachers are highly competent. Moreover, the dominant domain in the instructional leadership practices of master teachers based on the computed results Personal Growth and Professional Development. While the dominant domain in the instructional competence is classroom management skills. The instructional leadership practices have no significant difference with sex, age educational attainment, field of specialization, length of service, and performance. However in terms of training hours, there is a significant difference. Furthermore, the instructional competence of master teachers have no significant difference with sex, age, educational attainment, field of specialization, length of service, training hours and performance. Finally, the instructional leadership practices and instructional competence of master teacher are highly related.