by: Maria Angelita S. Tan
Master Teacher i, Majada Out Elementary School
Sdo: calamba City
Being a teacher entails a lot of responsibilities and expectations, and to be promoted as a Master Teacher comes with even greater challenges.
To be called a master teacher is indeed a great hoor, but it also means taking on additional responsibilities that can be quite overwhelming. The word ‘master’ as defined in the dictionary implies mastery and excellence, and a master teacher is expected to exhibit a high level of skill and expertise in their field. Thus, this new role can present a myriad of challenges for the newly promoted master teacher.
One of the primary challenges is the increased workload that comes with the new position. As a master teacher, they are now responsible not only for their own classroom and students, but also for the professional development of other teachers and the overall improvement of the school’s academic performance.
These tasks include assisting in curriculum development, leading professional development training, observing and evaluating other teachers, and providing feedback for improvement. This role of master teachers can be seen as a major component of their professional growth and development. The ability to provide guidance and direction to less experienced teachers is a critical part of the master teacher’s job.
Another challenge is facing potential resistance or resentment from their peers. This is not a general statement — in fact there are many school communities that are highly supportive of their master teachers — but it is a reality that some master teachers may have to navigate. With the new role comes a degree of authority and decision-making power, which can sometimes be perceived as a threat by other teachers, still they are just people who have worked hard to reach their position. They have experienced how to be a beginning teacher; thus, they can empathize with the difficulties of trying to establish oneself in the field – giving them a better understanding of how to support their peers effectively.
Furthermore, the expectations placed on master teachers can be incredibly high. They are expected to be experts in their subject matter, have exceptional pedagogical skills, and serve as role models for other teachers. This pressure to constantly perform at a high level can be stressful and lead to feelings of burnout if not properly managed.
To overcome these challenges, newly promoted master teachers need to prioritize their own well-being and professional development. They should seek out mentorship and support from experienced master teachers, school heads, public schools district supervisors, and other educational leaders to improve their skills. One must also place strong faith in God and establish strong family support to maintain a healthy work-life balance, which is crucial for their long-term success and satisfaction in the role.
Nevertheless, the positive impact of being a master teacher can be truly rewarding. This role allows them to have a broader influence on the education system, to shape the next generation of teachers and students, and to contribute to the overall quality of education in their school and community. One overriding conclusion is clear: the challenges faced by newly promoted master teachers are significant, but with the right support and strategies, they can thrive in this important and influential role.
Being a master teacher is indeed fulfilling role despite the challenges especially if we can see the impact of our work on the lives of students and fellow teachers. Handling not only students, as well as teachers, and working collaboratively with the school head to ensure the quality of instruction is not an easy feat to accomplish, but it is a noble calling that can make a significant difference in the lives of many.
ed and capable of making meaningful contributions to society.
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