From Practice to Purpose: Instructional Leadership as Lived by Master Teachers in a Philippine Professional Standards for Teachers (PPST) Grounded Action Research

Authors

Ailene C. Banuelos

Abstract

This study explored the lived experiences of Master Teachers as instructional leaders in conducting action research in the Plaridel North and South Districts, Division of Misamis Occidental during School Year 2025–2026. Using a qualitative phenomenological design, the research captured in-depth narratives from ten purposively selected Master Teachers aligned with the Philippine Professional Standards for Teachers (PPST). Data were collected through a validated semi-structured interview guide and analyzed using thematic analysis. Findings revealed that Master Teachers play a crucial role in fostering a research culture, mentoring teachers, and improving instructional practices, despite experiencing challenges such as role overload, time constraints, limited resources, and gaps in research competence. To address these, they employed coping mechanisms including strategic time management, collaboration, continuous professional development, and the use of technology. The study highlights the need for strengthened institutional support, capacity-building initiatives, and enhanced research systems to sustain effective instructional leadership and action research in schools.

Keywords

instructional leadership, action research, Master Teachers, PPST, phenomenological study