The Status of Individual Performance Commitment Review (IPCR) Implementation for Teachers in Public Secondary Schools in the District of Trece Martires City: A Basis for an Intervention Scheme

Abstract

INTRODUCTION

This study aimed to assess the status, issues, and concerns in the implementation of Individual Performance Commitment Review (IPCR) in the secondary schools as a basis for an intervention scheme.

METHODS

The study employed a descriptive comparative research method design. Purposive sampling technique was used in the selection of respondents who are the actual users of the IPCR to gather data. A total of nine (9) school heads and eighty (80) teachers out of the two hundred fifty-seven (257) population were the participants of the study.

This study utilized the researcher-made questionnaire as the main data-gathering instrument based on the existing IPCR focusing on the given Key Result Areas (KRA) used in public schools.

RESULTS

The salient findings of the study are the following: 1. teaching-learning process (CM=4.19); 2. student outcomes (CM=4.23); 3. community involvement (CM=4.15) 4. professional growth and development (CM=4.18) and 5. professional ethics (CM=4.27) were found to be a great extent. This indicates that both the school heads and their teachers are fully aware of the existing status of the IPCR Implementation. With regard to the issues and concerns in the implementation of IPCR, the responses of school heads and their teachers contradict each other. The school heads disagree with the existing issues and concerns in the following variables: 1. teaching-learning process; 2. student outcomes; 3. community involvement; and 4. professional ethics while teachers slightly agree. However, both the school heads and the teachers slightly agree with the existing issues and concerns encountered in the implementation of IPCR for teachers as to professional growth and development.

DISCUSSIONS

There is a significant difference in the status of IPCR as assessed by the school heads and teachers except in the community development and professional growth and development. Likewise, there is a significant difference in the issues and concerns in the IPCR implementation as assessed by the school heads and teachers except in professional growth and development.