Deped Master Teachers' Profile, Instructional Supervisory Practices, and Performance Rating among Master Teachers: Basis for Vuca-Oriented Leadership Theory

Abstract

The study aimed to identify significant relationships among the socio-demographic profile of Master Teachers (MTs), their instructional supervisory practices regarding Volatility, Uncertainty, Complexity, and Ambiguity (VUCA), and their RPMS-PPST performance ratings. It sought to craft a VUCA-Oriented Leadership Theory grounded on these variables. Specifically, it investigated the socio-demographic profile of MTs (educational attainment and years in the position); the extent of their instructional supervisory practices in relation to VUCA dimensions; their RPMS-PPST performance rating; and the relationships among these variables. The research employed a descriptive-correlational quantitative design and was conducted across the entire Division of Negros Oriental. A total of 108 Master Teachers served as respondents. Data were collected using a researcher-developed survey questionnaire, administered both in print and online. The findings show that all Master Teachers have completed their master’s degree requirements, and nearly half of the respondents are relatively new to the Master Teacher position. The extent of Master Teachers' instructional supervisory practices across all VUCA dimensions was rated very high. The RPMS-PPST performance rating among MTs was generally Very Satisfactory. Statistical analysis revealed no significant relationship between educational attainment and VUCA responsiveness, nor between VUCA practices and RPMS-PPST ratings. However, a significant relationship was found between educational attainment and RPMS-PPST performance, but not between years in service and performance. In light of these findings, the study recommends that MTs adopt Kitane’s VUCA-Oriented Leadership Framework (K-VOLT) to help them navigate the challenges of the Philippine education system.