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Instructional Leadership Efficacy and Competencies of Master Teachers: Basis for a Proposed School-Based Mentoring-Coaching Program

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  • Mina, Rhodora G.

    (Pamantasan NG Lungsod NG Valenzuela, Tongco St., Maysan Road, Malinta, Valenzuela City)

  • Sanchez, Ryan Romnick B.

    (Pamantasan NG Lungsod NG Valenzuela, Tongco St., Maysan Road, Malinta, Valenzuela City)

Abstract

This research examines the instructional leadership efficacy and competencies of master teachers in the context of the Induction Program for Beginning Teachers (IPBT) at Malinta National High School. A descriptive, comparative-correlational design was employed, utilizing data from 126 respondents, comprising both mentors and mentees. The study evaluated key dimensions of instructional leadership efficacy—such as subject mastery, teaching strategies, evaluation practices, and mentoring interactions—alongside competencies in research, coaching-mentoring, and observation-supervision. Findings reveal statistically significant differences in mentor and mentee perceptions and a strong positive correlation between instructional efficacy and leadership competencies. The study advocates for the implementation of a differentiated, needs-based mentoring-coaching program aimed at enhancing professional support for novice teachers. The results provide empirical insights into the alignment of instructional leadership with national development goals in public education (Barnett, 2021; Gray, 2018).

Suggested Citation

  • Mina, Rhodora G. & Sanchez, Ryan Romnick B., 2025. "Instructional Leadership Efficacy and Competencies of Master Teachers: Basis for a Proposed School-Based Mentoring-Coaching Program," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 2906-2921, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:2906-2921
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