Commitment, Performativity, and Identity of Teachers in the Division of Maguindanao – 1

Abstract

The global trend of performance assessment is dependent upon each agency. With the institutionalization of the IPCRF in all government agencies, especially in the Department of Education, it is timely and relevant to understand how various variables affect the IPCRF performance of educators and take notice of arguments concerning the emergency of performativity in the evaluation of educators that limit the worth of those being evaluated in the form of ratings. This study aims to find answers to the relationship between commitment and performance and unearth the presence (or absence) of the performativity of teachers in BARMM in the context of the experience. Using the explanatory sequential mixed methods, the data collected from 1716 teachers manifest that the teachers’ IPCRF performance in the Division of Maguindanao, including their commitment, was not proven to have a significant relationship. The thematic analysis showed that teachers felt disconnected from their perceived commitment and how the IPCRF system was implemented. The IPCRF system becomes a tool for performativity. The rating and values describe the teachers’ experience undermining the processes between commitment and accomplishment.