Beliefs About Change, Management Skills and Performance of the School Key Personnel in the Implementation of Result-Based Performance Management System: Reference for Division Policy Formulation

Abstract

INTRODUCTION

The study was conducted to determine the relationship of beliefs about change and change management skills in relation to the implementation of RPMS (Result-Based Performance Management System) introduced by Department of Education. In doing so, we can arrive at possible division policy formulation that may be proposed to help implement RPMS among school heads, department heads, master teachers, guidance counselors and key coordinators by learning area.

METHODS

Descriptive correlation research design was employed with the use of the Beliefs about change and change management skills questionnaires. Statistical treatments applied were Pearson r to test the correlations of beliefs about change, change management skills and performance in the implementation of RPMS among the respondents.

RESULTS

Significant findings revealed that school personnel showing distinguished competency employ a systematic approach in dealing with transition or transformation of an organization's goals, processes or technologies also have an exceptional opinion, trust, faith or confidence on the improvement brought by that transition or transformation of one's goal. More so, the confidence of the school personnel on the transition or transformation of one's goals on RPMS met the expectation, enjoining employees to focus on their work and try to be productive to their works and achieve the mission and vision of the K to 12 programs. While the relationship between change management skills and performance on the RPMS also attained a very positive degree of correlation, this implied that the school personnel showed competency to employ a systematic approach in dealing with the transition to RPMS implementation. Key school personnel were homogeneous and achieved a very satisfactory mark in their performance on the implementation of RPMS and not a single one of them got a satisfactory performance.

DISCUSSIONS

It is best to mindfully prepare all the school personnel about inevitable changes in the K to 12 System. Based on the studies, policies have to be formulated on beliefs about change to ensure updated and efficient communication management, more especially on ensuring changes from conventional practices. Also, school administrators must designate a communication officer to optimize and systematize unified dissemination of Department of Education issuances and official E-mail addresses. When it comes to change management skills, managing and further providing consistent technical assistance for training and development of newly promoted and seasoned school personnel must be observed.