Unveiling narratives of the most outstanding master teachers in the province of Negros Occidental
https://doi.org/10.70228/PFREE2024029JHER
Cite this article Read this article
ABSTRACT
This study is based on narrative inquiry and utilizes transformational leadership theory and instructional competence frameworks as theoretical underpinnings. The transformational leadership theory was instrumental in examining how the three most outstanding master teachers inspired and mentored their colleagues while leading initiatives for school-wide improvement. The instructional competence framework provided insights into their teaching practices, particularly in differentiated instruction, student engagement, and ongoing professional development. Employing a qualitative research design, the study captured the lived experiences of three exemplary master teachers from public elementary schools in Negros Occidental. Data was collected through in-depth, semi-structured interviews, allowing participants to narrate their experiences in detail. Video and audio recordings were used to capture non-verbal cues and ensure a comprehensive understanding of their stories. The results revealed that the master teachers employed adaptive leadership approaches, emphasizing collaboration, mentorship, and advocacy for inclusivity. They demonstrated high levels of instructional competence, utilizing differentiated instruction, integrating technology, and fostering student-centered learning environments. Despite additional administrative responsibilities, they consistently performed at a high level, showcasing resilience and a commitment to continuous professional growth. Their leadership and instructional expertise made them key contributors to the development of their schools and communities.
Keywords: Most Outstanding Master Teachers, narrative inquiry, Negros Occidental
Volume 12 Issue 2, 2024 EDITION
Published 2024
Editor's Note
It is with great honor that we present Volume 12, Issue 2 of the Journal of Higher Education Research, a collection of diverse and thought-provoking studies that reflect the depth and scope of contemporary scholarly works. This issue brings together research that not only advances academic discourse but also offers practical insights and solutions to pressing challenges in education, leadership, community inclusion, and applied science. Olano and Leonor assess the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Division of Negros Occidental, highlighting both the program’s benefits in comprehension, confidence, and cultural connection, as well as the persistent challenges in resources, training, and assessment methods. Cerbo and Dy shed light on the lived experiences of non-SPED teachers accommodating learners with special needs, highlighting the importance of adaptive strategies, inclusive policies, and institutional support to strengthen mainstreaming practices. In agricultural education, Panganiban and Leonor explore the relationship between school climate and curriculum integration among farm schools in Negros Occidental, demonstrating the value of integrated learning for sustainability and community development. Uyanib and Estrellas investigate the link between Spiritual Quotient and happiness among 21st-century secondary school heads, revealing how spiritual intelligence contributes to leadership performance and well-being. Focusing on gender inclusivity, Gorre and Dumagat evaluate the implementation of Gender-Responsive Basic Education policies in senior high schools, with insights from both administrators and LGBTQ+ learners on progress made and areas for improvement. Largavista and Dumagat analyze the training needs and teaching competencies of MAPEH teachers under the MATATAG curriculum, offering targeted recommendations to address training gaps and enhance educational delivery. Pacheco and Villacorte provide narrative portraits of Negros Occidental’s most outstanding master teachers, capturing their adaptive leadership, instructional competence, and dedication to mentoring. Gaduyon, Francisco, and Ochavo explored career fit experiences among college graduates, emphasizing the importance of aligning academic preparation with professional demands to support successful transitions from school to work. Extending into the life sciences, Seran, de los Santos, Escalante, and Lizada examine the synergistic antibacterial potential of Philippine oregano essential oil with tetracycline against Aeromonas species, contributing to the discourse on alternative strategies to combat antibiotic resistance in aquaculture. We extend our sincere gratitude to the authors for their scholarly contributions, to our peer reviewers for their discerning evaluations, and to the Publication and Engagement Office led by Dr. Lota Largavista for their steadfast support. As you read through this issue, we invite you to engage deeply with the ideas presented, to draw inspiration from the innovations and insights shared, and to carry forward the commitment to research that uplifts communities, advances professional practice, and enriches the collective pursuit of knowledge. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief