Influence of Monitoring, Evaluation and Plan Adjustment (MEPA) on the Performance and Work Commitment of Teacher's

Abstract

INTRODUCTION

This study was conducted to determine the influence of the implementation of monitoring, evaluation and plan adjustment on the performance and work commitment of teachers in the Cotabato Division. Specifically, it aimed to determine the level of monitoring, evaluation and plan adjustment, determine the performance of teachers, find out the level of work commitment of teachers, find out whether performance of teachers is significantly influenced by Monitoring, Evaluation and Plan Adjustment (MEPA) and determine whether the work commitment of teacher is significantly influenced by Monitoring, Evaluation and Plan Adjustment (MEPA).

METHODS

The respondents were 500 teachers from 50 selected elementary schools located in the Division of Cotabato. Simple random sampling was used in choosing the respondents. Data were analyzed using frequency, percentage and mean. To find out whether performance of teachers is significantly influenced by Monitoring, Evaluation and Plan Adjustment (MEPA) and to determine whether the work commitment of teacher is significantly influenced by MEPA, regression analysis was used.

RESULTS

There were 30 schools (60.0%) within the enrolment bracket of 250 to 509 pupils in access SMEPA result. In the efficiency 42 (84%) schools had no records of dropouts. For the National Achievement (NAT), 34 (68%) of the schools had NAT ratings of 66-85 percent. The performance of teachers was assessed as Very Satisfactory. The work commitment of teachers was assessed as Committed.

DISCUSSIONS

Access, efficiency, and quality of the school significantly influenced the performance of teachers. The school factors significantly influenced teaching learning process and learners' achievement. The school performance in terms of access, efficiency, and quality was not attributed to the work commitment of teachers, on professional development, and community engagement.