Social Responsibility, Instructional Empowerment, and Professional Growth of Junior High School Master Teachers in Iloilo, Philippines

Teachers play a crucial role in nation-building.Quality teachers can develop holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress.This research was conducted to determine the level of social responsibility, instructional empowerment, and professional growth of junior high school master teachers.The respondents of the study involved 191 master teachers in the Schools Division of Iloilo who were determined through proportional sampling per congressional district.This descriptive study utilized an adapted instrument implemented by the Department of Education (DepEd), the Results Performance Management System-Philippine Professional Standards for Teachers (RPMS-PPST), which was subjected to expert validation and pilot testing with a reliability coefficient of .949.Descriptive statistics were employed to discuss and interpret the results of the study.Results revealed that master teachers had a "very high" level of instructional empowerment and a "high" level of social responsibility and professional growth.Therefore, master teachers in the Schools Division of Iloilo know their functions and responsibilities, specifically their social responsibilities.However, their social responsibility is generally limited to the learners inside the school.Their instructional empowerment is not well explored and maximized, and their understanding is limited to class observations and LAC sessions.In terms of their professional growth, although there are opportunities, most do not have time to engage and maximize.