Roadblocks And Self-Fulfillment Faced by Junior High School Master Teachers

AUTHOR(S)

GERALDINE R. REJUSO

ABSTRACT

— In an era where teacher leadership is globally recognized as a cornerstone of educational transformation, master teachers are expected to serve not only as expert educators but also as instructional leaders who mentor peers and lead school improvements. The study aimed to investigate the roadblocks faced by junior high school master teachers in the Division of Northern Samar and examine how these challenges impact of self-fulfillment across the Philippine Professional Standards for Teachers (PPST) domains. It study employed an explanatory sequential mixed methods design, beginning with a quantitative survey administered to all 247 junior high school master teachers in the division and was followed by in-depth qualitative interviews with 15 purposively selected participants. Data collection tools included a questionnaire and interview guide. Findings revealed that master teachers consistently reported encountering moderate to high levels of roadblocks across all PPST domains, particularly in areas related to curriculum planning, assessment, and mentoring. Salient barriers included insufficient institutional support, heavy workloads, limited access to professional development, and unclear role boundaries. Despite these challenges, many Master Teachers still reported a strong sense of purpose and fulfillment, especially when their efforts led to positive learner outcomes and peer growth. Notably, the study found a significant relationship between the extent of roadblocks encountered and the level of selffulfillment experienced, suggesting that overcoming professional adversity can be both taxing and deeply rewarding. The findings of this study have important implications for educational leaders, policy-makers, and teacher development programs. By understanding the lived realities of master teachers, schools and divisions can design more responsive support mechanisms, reduce structural hindrances, and foster conditions that sustain professional motivation and well-being. Ultimately, this study contributes to a deeper appreciation of master teachers not only as implementers of policy but as resilient, reflective leaders who thrive when empowered and supported. Keywords — Junior High School Master Teachers, self-fulfillment, roadblocks, Philippine Professional Standards for Teachers, professional development