Kimayong, Edelgrace Pagadut <br/><br/>
The profile, professional growth activities and problems of master teachers in the division of Ifugao/ 
Edelgrace Pagadut Kimayong 
 - Bayombong:  Nueva Vizcaya State University,  2003. 
 - xvi, 120 leaves :  illustrations ;  28 cm. 
<br/><br/> This study aimed to analyze the profile, professional growth activities and problems of the Master Teachers in the Division of Ifugao during the school year 2002-2003.<br/><br/>Specifically, the study endeavored to assess the profile of the master teachers along age, gender, civil status, highest educational attainment, length of service in teaching, length of service as master teacher, field of specialization, eligibility, seminars/workshops and conferences attended for the past three years and membership to professional, civic and religious organization.<br/><br/>The study also sought to find out the extent to which professional growth activities are undertaken by the master teachers. It also aimed to find out the degree of seriousness of the problems confronting the master teachers on incentives/ financial support granted by the Department of Education, on in-service training programs, on Instructional materials, on pupil factors, on supervisors/ heads and principals.<br/><br/>The descriptive-survey method was used in this study. The respondents were the master teachers of the public elementary schools in the Division of Ifugao during the school year 2002-2003.<br/><br/>The questionnaire-checklist was the main instrument used in gathering data. The researcher used the frequency counts, percentages and ranks to determine the academic profile of the master teachers. The average weighted mean was used to determine the extent to which continuing professional activities and the degree of seriousness of the problem confronting the master teacher<br/><br/>Results of the study revealed that twenty one (21) of the master teacher representing 30.88 percent belonged to the 46-50 age bracket. Majority of the master teachers representing 95.59 percent were female Majority of the master teachers representing 91.12 percent were married Majority of the master teachers representing 48.53 percent had Bachelor's Degree with Master of Arts units. Majority of the master teachers or 79.41 percent had 21 years and above length of service in teaching. Majesty of the master teachers or 35.29 percent had 0-5 years length of service as master teacher Majority of the master teacher respondents or 32.25 percent had no field of specialization. One hundred (100) percent of the master teacher respondents were eligible. One hundred (100) percent of the master teachers had attended seminar and workshops sponsored by the school and the division One hundred (100) percent of the master teacher respondents were members in professional, civic and religious organizations<br/><br/>On the Extent to Which Professional Growth Activities were undertaken, "Very often" undertaken were faculty meetings and professional readings "Often" undertaken were: conference per subject area, individual conference with principal coordinator, seminar- workshops, classroom visitation/ interclass visitation, demonstration, peer coaching "Seldom" undertaken were conventions/ teacher institute, special lectures, educational field trips/ travels/ study sessions, team teaching, research, experimentation and professional studies<br/><br/>On the Degree of Seriousness of the Problem Confronting the Master Teacher, "Serious" problems confronting the master teacher were: Problems on incentives/financial support from the Department of Education, problems on instructional materials and problems on pupil factors. "Moderately Serious" problem confronting the master teachers were: problems on in-service training programs, and problems on administration/ school head and principal.<br/><br/>The following are recommended for future studies: superiors and peers assessment on the Master Teacher's academic profile, professional growth activities and problems encountered. Other variables like club adviser ship, Trainor/ coach in any competition, number of action research done, number of demonstration teachings done, number of articles/publications done can be included in the Master Teacher's academic profile. Problems regarding duties and functions, duties and responsibilities of the master teachers may also be studied.<br/><br/>When the mean scores were subjected to ANOVA, the results show that there is no significant difference in the professional growth activities of master teachers when grouped by age, gender, civil status, highest educational attainment, length of service in teaching, length of service as master teachers, field of specialization, eligibility, seminars and workshops attended and membership in professional organizations.<br/><br/>This means that the profile of the Master Teachers have no impact on their professional growth activities. This would also mean that even if a master teacher is a male or female, married, single or widow, master's degree holders or not, have for a long educational field trips/ travels/ study sessions, team teaching, research, experimentation and professional studies<br/><br/>On the Degree of Seriousness of the Problem Confronting the Master Teacher, "Serious" problems confronting the master teacher were Problems on incentives/financial support from the Department of Education, problems on instructional materials and problems on pupil factors. "Moderately Serious" problem confronting the master teachers were problems on in-service training programs, and problems on administration/ school head and principal<br/><br/>The following are recommended for future studies, superiors and peers assessment on the Master Teacher's academic profile, professional growth activities and problems encountered. Other variables like club adviser ship, Trainor coach in any competition, number of action research done, number of demonstration teachings done, number of articles/ publications done can be included in the Master Teacher's academic profile. Problems regarding duties and functions, duties and responsibilities of the master teachers may also be studied.<br/><br/>When the mean scores were subjected to ANOVA, the results show that there is no significant difference in the professional growth activities of master teachers when grouped by age, gender, civil status, highest educational attainment, length of service in teaching, length of service as master teachers, field of specialization, eligibility, seminars and workshops attended and membership in professional organizations.<br/><br/>This means that the profile of the Master Teachers have no impact on their professional growth activities. This would also mean that even if a master teacher is a male or female, married, single or widow, master's degree holders or not, have for a longtime, master teacher for a short time or long time that he/she should grow professionally and personally through attendances to professional growth activities<br/><br/>The obtained correlation coefficients indicate that there is a moderate, positive significant correlation between professional growth activities and problems on incentives and financial support. Those who tend to engage in professional growth activities usually tend to have problems on incentives and financial support. The other problem clusters such as in-service trainings, instructional materials, pupil factors and supervisor factors are not significantly related to professional growth activities.  Thesis (Master of Education - Educational Administration) 
<br/><br/>Includes appendices and bibliographical references.