Commitment and Competencies from Rpms of Public Junior High School Teachers: A Correlational Study

Abstract

Introduction

The Department of Education (DepEd) commits itself in providing its teachers the opportunities to align their performance to have a meaningful contribution to the accomplishment of the agency's Vision and Mission. Hence, DepEd has implemented a Results-Based Performance Management System (RPMS) that measures the performance and behaviors of teachers with regards to individual Key Result Areas, and objectives towards overall department goals.

Methods

The study utilized descriptive-correlation design. Two variables--the commitment and competencies of teacher-respondents were correlated with one another. Public junior high school teachers I -III constituted the population of the study thus 348 out of 502 served as respondents. The data gathered and obtained were tabulated, analyzed and interpreted with the use of statistical treatments such as frequency, percentage, weighted mean, regression and analysis of variance (ANOVA).

Results

Findings revealed that competencies of teachers such as 'innovation and 'self-management' are the key component among teachers for their commitment to the teaching profession. It can be deduced that the view for teaching as a 'vocation' rather than a mere 'profession' is slowly changing among teacher respondents. This is evident as teachers manifested a low rating for service orientation.

Discussions

Professional Development of junior high school teachers appears to be one of the prominent areas among teachers' commitment categories to be given utmost importance. In the light of above-mentioned conclusions, it can be suggested that since the majority of junior high school teachers are young with few years of teaching experience, intensive pedagogical training must be carried out for them to perform their teaching functions effectively and efficiently.