This phenomenological study explores the lived experiences of five master teachers in Lambayong District-III, Philippines, a resource-constrained setting with limited supervisory support. Using Moustakas’ framework, the research examines their dual roles as educators and instructional supervisors, revealing their strategies to navigate systemic barriers such as inadequate resources, time constraints, and teacher resistance. Participants emphasized mentorship, collaborative environments, and reflective practices as critical to fostering professional growth among peers. Despite challenges, their efforts correlated with improved teacher practices and student outcomes, underscoring their transformative role in bridging institutional goals with classroom realities. The study highlights the need for institutional support, equitable resource allocation, and targeted professional development programs to empower master teachers as agents of educational change. Recommendations include allocating dedicated supervision time, integrating conflict-resolution training, and expanding master teacher roles in underserved districts.

Keywords: Instructional Supervision, Master Teachers Dual Roles, Professional Development, Educational Leadership.

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