Title: 3D Model of the Ideal Teacher: Insights from the Community, School Culture, and

Leadership
Objective: To synthesize learning from the topics discussed during the final term by integrating
practical insights gathered from reliable research and creatively demonstrating the
characteristics and roles of an ideal teacher in a school community.

Research Findings
a) Beginning Teachers (1-5 years in service)
The journey of pre-service teachers in the Philippines was a transformative and crucial
phase that involved comprehensive preparation, training, and personal growth. In research,
conducted by (Bihasa, 2024) explored the experiences and challenges encountered by Filipino
pre-service teachers and the factors that influenced the duration of their journey before they
officially entered the Department of Education (DepEd). Results showed that the duration of
entering DepEd varied for each pre-service teacher based on different factors and their unique
circumstances. Additionally, changes in policies, educational reforms, or external factors
influenced the timeline for entering the department. The timeline for pre-service teachers to
secure employment within the education department ranged from several months to a year or
more, depending on the combination of academic requirements, licensure examinations, and
bureaucratic processes they needed to complete. The duration of the transition process varied
based on individual circumstances, such as qualifications, networking efforts, flexibility, and the
specific conditions of the job market and educational institutions in a particular region. These
findings implied that educational institutions, policymakers, and stakeholders could make
informed decisions and implement targeted reforms that expedited the employment process for
pre-service teachers. It was important to strike a balance between efficiency and maintaining
high educational standards, ensuring that the reforms contributed to the overall quality of the
education system.
This review article examines new teachers' transition from education to work on the
basis of recent studies on transition, workplace learning and induction to work. The following
challenges of transition are addressed: (1) threat of unemployment, (2) inadequate knowledge
and skills, (3) decreased self-efficacy and increased stress, (4) early attrition, (5) newcomers'
role and position in a work community, and (6) importance of learning at work. Workplace
learning research is dealt with from the following viewpoints: (1) how do people learn at work?
(2) the role of work communities and organization in learning (3) the trends of formalization and
informalization of learning and (4) the methods used to promote the professional development
of young teachers, emphasis being on peer group mentoring. Our general conclusion is that
learning and professional development of teachers should be seen as a continuing process
combining formal, non-formal and informal learning throughout the career from initial training to
retirement. The best way to support new teachers is informed by a profound study of the
practice architectures of the educational system as a whole.
In the recent study, outcomes showed that the extent of Teacher Induction Program (TIP)
is high, the level of beginning teachers’ performance is very satisfactory. Meanwhile, there is no
significant relationship between the extent of Teacher Induction Program (TIP) and beginning
teachers’ performance. It was also revealed that Teacher Induction Program (TIP) does not
significantly influence beginning teachers’ performance. Further, in in their singular capacities,
Roles, Responsibilities and accountabilities, Professionalism and Personal welfare, and
School and Community partnership does not significantly influence the beginning teachers’
performance. Similarly, the result underscores in their singular capacity suggests beginning
teacher’s performance is not significantly correlated with the Teacher Induction program.
Lastly, future researches may be conducted as a follow-up study to find out why the Teacher
Induction Program has no significant relationship or influence on beginning teacher’s
performance focusing the gaps and inculcating important points from this study. (Bustamante,
2022)
A significant finding in a study conducted by (Flores, 2024) revealed that many beginning
teachers are preoccupied with personal issues, which often hinder their ability to balance
personal and professional responsibilities. This highlights the complex interplay between
personal struggles and professional challenges that novice educators face, an underexplored
area in research. The study has significant implications for teacher preparation programs and
school administrators, aiming to foster a research-oriented culture and enhance research
engagement among early-career educators. Further investigation into how personal issues
affect research skills development could help design more effective support strategies. The
participants highlighted poor research foundations, demanding work conditions, lack of
mentoring, perceived lack of professional competence, and preoccupation with personal issues
as factors contributing to their research hesitance and limited research engagement.
B. Master teachers for insights on expertise, instructional leadership, and professional
growth.
According to the study's findings, master teachers are "Excellent" in their pedagogical,
content, assessment, and mentoring abilities, although they still need to work on improving their
technology proficiency in a few areas. According to their Individual Performance Commitment
Review Form (IPCRF), master teachers' performance level is extremely satisfactory. When it
comes to coaching and mentoring, instructional supervision and evaluation, content knowledge
and pedagogy, assessment, and reporting, master teachers are "Excellent" at helping other
teachers. Master teachers act as role models and mentors. They offer information, assistance,
and helpful critique. They work together with educators to inspire, share their enthusiasm, and
motivate them to get better. The respondents' evaluation of the master teachers' level of
instructional leadership competences is unaffected by the teachers' age, sex, position, years of
service, and greatest degree of education. Since their performance is not solely based on their
Individual Performance Commitment Review Form (IPCRF) scores, master teachers'
competencies are not correlated with their scores in the areas of technological knowledge,
pedagogical knowledge, content knowledge, evaluation skills, and mentoring skills. The degree
of technical support that master teachers give to instructors is unaffected by the teachers' age,
sex, position, years of service, and greatest level of education. The degree of technical support
that master teachers offer to teachers 1-3 is unrelated to their level of instructional leadership
competencies. Master teachers must get better at using technology and providing instructional
ideas. Master professors, on the other hand, regularly coach students by providing feedback
and doing formal observations. Through orientations, LAC, INSET, and occasionally one-on-one
conferences, they provide support, guidance, and coaching.
As instructional leaders, master teachers and department heads are equally important in
harnessing commendable scholastic performance for both teachers and students. The results in
the study conducted by (Magnaye, 2023) showed that master teachers and department heads'
methods for coordinating the science curriculum dimension include helping science teachers
advance their careers, offering them technical support, and planning science-related projects,
programs, and activities. In the meanwhile, their methods for monitoring and assessing scientific
instruction include making sure science instructors are competent educators and conducting
classroom observations in accordance with Department of Education guidelines. Participants'
activities include directing a variety of evaluation techniques toward science process skills in
order to track students' development. This study also revealed that the participants had
challenges in their function as instructional leaders due to extra obligations beyond the duties
and responsibilities that department heads and scientific master teachers were required to
perform. Furthermore, documentary analysis revealed that department heads and scientific
master teachers' instructional leadership has a big impact on student achievement. It is
necessary to conduct more research on the connection between school leaders' instructional
competency and performance metrics.
A study demonstrates the adaptability and resilience of master teachers. According to
the participant's answers, clinical supervision in English pedagogy during this pandemic period
includes close support for instructors, professional development in the classroom, teacher
coaching, and performance evaluation. Regarding the procedure, the responses from the
participants demonstrate the outcomes of the three observational procedures that were used,
including the pre-, real, and post-conference conferences. Additionally, throughout the
workshop, participants discussed the difficulties and disadvantages of clinical supervision in
English teaching, including unrealistic classroom observations, limitations in lesson delivery, and
issues in managing the classroom.
The study revealed that the master teachers have very good instructional
leadership practices in terms of curriculum content and pedagogy, planning, assessment and
reporting, and personal growth and personal development. Moreover, Senior High School
teachers’ instructional competence skills showed “Highly Proficient” in terms of their mastery of
the subject matter, teaching strategies, classroom management, and evaluation. Significant
relationship existed between master teachers’ instructional leadership practices and Senior High
School teachers’ instructional competence. Furthermore, the IPRCRF rating of the Senior High
School teachers had nothing to do with their instructional competence and master teachers’
instructional leadership practices. It is then beneficial for the master teachers and Senior High
School teachers to attend seminars, workshops, and enhancement trainings to improve and
sustain their instructional leadership practices and competence skills.
C. Principals or school heads to explore views on leadership, management, and
policies in school settings.

In the Philippines, there shall be a school head for all public elementary and secondary
schools or as cluster thereof, pursuant to Section 6.1, Rule VI of the Implementing Rules and
Regulations of the Republic Acts No. 9155 (Governance of Basic Education Act of 2001). A
school head is a person responsible for the administrative and instructional supervision of the
school or cluster if schools. Therefore, the following leadership qualities are demanded of a
school head: strategic, people, and pedagogical leadership. Extensive documentary analysis
was used in the study by Estacio (2022), which will employ qualitative, quantitative, and mixed
methods approaches (Creswell, 2014). It was discovered that all school heads serve as leaders,
which led to a significant improvement in students' academic performance. Strong leadership
created a realistic vision and mission to achieve the goal. It was evident that best practices were
a sign of an improved and better learning environment in schools.
It was determined that the majority of school heads are middle-aged or older, and the
majority hold the position of Head Teacher role managed to pursue a master's degree, and are
regarded as seasoned school administrators with over six years of administrators. The PPSSH's
five domains were thought to be the ones that were most often used. This may be related to the
respondents' remarkable profile, particularly with regard to their age, level of education, and
duration of assistance. Before being appointed to a post as school head or promoted, teachers
were advised to acquire acquired the necessary expertise to manage a school; school
administrators must use every resource and pursue graduate courses. to pass the test given by
the principal. (Estacio, 2022).
Every school or cluster of schools is led by a school head who is prepared, monitored,
and made accountable for organizing and leading an institutionalized school improvement
process at the school level as mandated in the Republic Act No. 9155, Governance of Basic
Education Act of 2001. By maximizing the skills and abilities of school heads to improve
educational efficiency, in particular the standard of teaching and learning through the practice of
instructional supervision, these skills can be improved to build efficient human resources that
can make a difference in the educational system. This made it possible to carry out this
investigation, which seeks to assess the degree of leadership, interpersonal, and 48 school
heads' supervision abilities in the Narra school districts, utilizing a total enumeration sampling
technique in Narra, Palawan, Philippines method. The results also indicated a weak correlation
between the variables, with significant correlations found between the school head's profile in
terms of their current position and their demonstrated leadership ability in taking action, their
profile in terms of their current position and their demonstrated supervisory ability in making
decisions, and their profile in terms of the number of teachers under their supervision and their
demonstrated supervisory ability in organizing and planning. It is advised that the supervisory,
leadership, and interpersonal abilities of the school heads be strengthened in order to reach a
level where they are highly noticeable.
The study explored the Influence of School Heads Competence and Qualifications to the
School Performance. Results showed that in terms of the profile, majority of the respondents
were graduates of bachelor’s degree with units in master’s program and almost half of them
have international level of training while more than half were Principal III and have 4 to 7 years
of practice as school head. In terms of their performance in the last three years, both in the
years 2017-2018 and 2018-2019, the school heads obtained a very satisfactory performance
and outstanding performance in the year 2019-2020. Both in the school years 2017-2018 and
2018-2019, the schools in Narra District obtained a maturing level. However, in the school year
2019-2020, the schools in Narra District got a rating, which was described as advanced level. It
was found out also that there was no significant relationship between the school heads’ profile
and the school performance was established. The result led to recommendation to strengthen
the school-based management areas where the schools obtained a maturing level while sustain
the current level of practice in the SBM areas where they obtained an advanced level.
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