Lead Proponent: Leticia E. Eugenio
Co-Proponent: Flordeliza A. Del Rosario
Research Agenda
Category: Human Resource Development
Office/School: SGOD/CID Schools Division Office
of Balanga City

Within the Department of Education, educators are designated to various
positions, ranging from Teacher I to Master Teachers. This research is specifically centers on Master Teachers and their crucial roles within the academic realm. These individuals assume leadership responsibilities not only among their peers within the school but also at the division levels. With numerous responsibilities such as maintaining quality classroom instruction, mentoring fellow teachers, crafting up-todate curriculum materials, and organizing educational programs. Additionally, Master Teachers are empowered to conduct research, thus contributing to the scholarly
landscape.

Recognizing the indispensable role of teachers, regardless of their level, the
DepEd emphasizes their professional autonomy in managing the classroom
environment, embodying the essence of an effective educator. Teachers play a crucial part in realizing the Vision and Mission of the department and hold a significant responsibility in nation-building. Ongoing professional development programs are designed to facilitate teachers’ growth, enhancing their capabilities, fostering self directedness, objectivity in the teaching-learning process, and the ability to analyze one’s performance. Administrators play a key role in guiding teachers to discover their talents and improve their creativity, ingenuity, love, and passion for teaching. This creativity extends to the purposeful preparation of curriculum materials tailored to the
unique needs of their classrooms.

Despite the myriad challenges faced by teachers in addressing students’
performance and academic achievement, there is a reluctance among them, including Master Teachers, to engage in research for various reasons. The conduct of action research is perceived as taxing, time-consuming, and potentially yielding negative results. This research asserts that engaging in action research can yield multifarious benefits for teachers and students alike. In the Schools Division of City of Balanga, a notable discrepancy is observed, where only a few of the thirty Master Teachers have conducted action research, potentially due to factors such as a lack of desire for credits,
motivation, confidence, skills, and resources. Acknowledging the inherent research capability of Master Teachers, this study explores their potential to contribute significantly to the scholarly domain, utilizing their access to data, materials, human resources, reflective abilities, and direct experiences in the classroom. The Department of Education places trust in all educators, particularly Master Teachers, who are expected to focus on student learning, committed to improving and enhancing pupils’ talents and skills for a better future. As role models for other teachers, Master Teachers are expected to acquire and share knowledge and skills during mentoring activities. With diverse tasks ranging from maintaining a quality classroom environment to being teacher consultants and leaders in initiating educational research programs, Master Teachers have the potential to make substantial contributions to the success of schools. This research lays the groundwork for a comprehensive capability building program to harness and enhance the research capabilities of Master Teachers in the Division of City of Balanga.