Results-Based Performance Management System and Teachers’ Proficiency in Region XII: Implementation and Challenges

Abstract

Outcome-Based performance is the organization’s drive. Results-based Performance Management System Philippine Professional Standards for Teachers (RPMS-PPST) as the sole performance assessment mechanism in the Department of Education (DepEd) aligned with the Strategic Performance Management System (SPMS) of the government aims to monitor and improve the proficiency of teachers in the different key result areas geared toward quality teaching. The empirical study determined the RPMS implementation and challenges, as well as teachers' proficiency in DepEd Region XII. The RPMS was used to rate 1,459 teacher responders who participated in the study representing the largest high school in the area. Specifically, 314 teachers from the region's eight (8) school divisions took part in the study. It employed a descriptive-correlational design and made use of a researcher-made, validated and adapted instruments from well-established papers. A panel of experts served as evaluators composing regional and division supervisors, master teachers, and school administrators to validate the survey questionnaires' content, organization, and the overall package. The findings revealed that RPMS-PPST implementation of the guidelines based on the respondents' perceptions is highly implemented, while teachers' proficiency based on the five KRAs is very satisfactory. Additionally, the t-test analysis also revealed a significant difference in implementing the four RPMS-PPST phases. Furthermore, it was exposed that there is no significant difference in the proficiency level of teachers in the three KRAs of RPMS-PPST, namely content knowledge and pedagogy, learning environment and diversity of learners, and curriculum planning. However, they are different from assessment and reporting and plus factor. Finally, the respondents' perceptions of implementing the guidelines and teachers' proficiency are unrelated. In contrast, the relationship between the implementation of RPMS-PPST to one of the KRAs of teachers, particularly assessment and reporting was significant.