Performance Level of The Public Senior High School Teachers in Results-Based Performance Management System (RPMS)

Abstract

This descriptive correlational study determined the Performance Level of 326 Public Secondary Senior High School Teachers on Results-Based Performance Management System in Schools Division Offices of Pangasinan 1, San Carlos City and Alaminos City, Pangasinan.

Results show that  demographic profile of the respondents reveals a diverse group of educators, predominantly female, with varying levels of teaching experience and advanced educational attainment, specializing in a range of curricular classifications and subject areas. Public secondary senior high school teachers performed exceptionally well across all KRAs, with every area receiving an Outstanding rating. Age, sex, number of years in teaching, teaching position, highest educational attainment, curricular classification area of specialization, number of subjects taught are positively correlated with KRA1 (1-4 objectives), KRA 2 (5-8 objectives), KRA 3 (9-11 objectives), KRA 4 ( 12-14 objectives and KRA 5 (15 objective). Most of the respondents find the performance evaluation process challenging but not excessively so. Respondents highlighted administrative and emotional challenges in the evaluation process, with gathering documents and completing appraisal forms being the most difficult. Emotional stress from balancing teaching and evaluation tasks, delays in feedback, and concerns about fairness were also noted. Despite these challenges, the overall average suggests the process is manageable and not overly burdensome.

The researcher recommends the school administrators should implement the tailored action plan based on the findings of this study, focusing on targeted professional development programs. School administrators should provide continuous support to teachers by enhancing the RPMS process, offering clearer guidelines, and ensuring that resources are available to address challenges teachers may face. The Department of Education should consider revisiting and refining the RPMS process to make it more streamlined and less challenging for teachers. Future research should further explore the factors that contribute to challenges within the RPMS process and identify best practices that could be adopted across different regions.