Instructional Leadership Styles of Master Teachers and Classroom Management Delivery in Public Secondary Schools in Oriental Mindoro: Basis for a Strategic Model

Abstract

This descriptive-correlational study examined the instructional leadership styles of master teachers and the classroom management delivery of regular teachers in public secondary schools in the Division of Oriental Mindoro. The respondents were 200 educators, comprising 50 master teachers and 150 regular teachers selected through stratified random sampling. Data were gathered using a modified, expert-validated, and pilot-tested four-point survey questionnaire and analyzed through means, standard deviations, group-comparison t tests, and Pearson product-moment correlation. Master teachers rated their overall instructional leadership at 3.94, while regular teachers provided an overall rating of 3.81; both were interpreted as greatly practiced. Professional learning community participation received the strongest combined assessment. Classroom management delivery was likewise highly evident, with overall means of 3.88 from master teachers and 3.74 from regular teachers. Significant differences were reported between the two respondent groups across all instructional leadership dimensions and all classroom management dimensions, indicating that implementation was not experienced uniformly. Instructional leadership and classroom management had a statistically significant but weak positive relationship (r = .220, p < .001), showing that stronger leadership was associated with better classroom management but accounted for only a limited part of its variation. The findings support the formal recognition of master teachers as instructional partners, structured professional learning communities, collaborative use of learner data, sustained classroom-management development, and multi-source monitoring. They also informed the MATANGUIHAN Strategic Model, which integrates curriculum alignment, data use, teacher empowerment, collaborative learning, classroom organization, engagement, behavior support, positive reinforcement, feedback, and continuous improvement for public secondary schools in Oriental Mindoro.