Shaping Excellence: Assessing the Role of Master Teachers in Enhancing Teachers’ Performance through Technical Assistance towards Instructional Model Development

This study examined Master Teachers’ technical assistance, teachers’ self-efficacy, and teachers’ performance as a basis for instructional model development. A quantitative descriptive–correlational and predictive design involved 204 teachers selected through proportionate stratified random sampling from eight public elementary schools in the Rodriguez Sub-Office, Schools Division of Rizal. Data were collected through a researcher-developed questionnaire and analyzed using descriptive statistics, Pearson correlation, independent samples t-test, one-way analysis of variance, simple linear regression, and mediation analysis. Technical assistance (M = 3.60) and self-efficacy (M = 3.58) were rated “Always,” whereas performance (M = 3.46) was rated “Often.” Technical assistance had a weak positive relationship with performance (r = .172, p = .014) and explained 2.9% of its variance. Performance differences across demographic and professional groups were not statistically significant. The indirect effect through self-efficacy was significant (B = 0.050, Sobel z = 2.236, p = .025), while the adjusted direct effect was not (B = 0.130, p = .077), a pattern classified as full mediation under the study’s analytical approach. These findings informed the Self-Efficacy-Centered Technical Assistance (SETA) Model, which organizes assessment, targeted assistance, and continuous monitoring around teachers’ instructional confidence and competence.