Level of Teaching Performance Based on the Key Result Areas with the Use of Results-Based Performance Management System (RPMS) in Calabanga District

Abstract

INTRODUCTION

Performance evaluation has become a foremost focus of reform at the highest levels of education policy making. And just as there is a rational connection between school improvement and employee performance, there is a necessary and rational connection between performance improvement and performance evaluation. This study was conducted to determine the Level of Teaching Performance Based on the Key Result Areas with the Use of the Results Based Performance Management System (RPMS) in Calabanga District.

METHODS

This study used the explanatory sequential mixed method of research. The descriptive method was employed to find out the level of teaching performance based on the key result areas with the use of the Results-Based Performance Management System (RPMS) in Calabanga District. Comparative method was used to find out the significant differences in the level of teaching performance in terms of the 5 key result areas. Qualitative data were collated through Focus Group Discussion to identify the challenges met by teachers in the use of the Results-Based Performance Management System (RPMS).

RESULTS

Results show that the overall rating on the level of teaching performance among the 8 Schools in Calabanga District based on the Key Result Areas is Very Satisfactory. Also, there is a significant difference in the level of teaching performance along the various KRAs. Specifically, Community Involvement and Plus Factor, and between Professional Growth and Development and Plus Factor. Furthermore, there is unanimity in the challenges encountered by the respondents from the 8 Schools.

DISCUSSIONS

It is evident that among the themes of the responses, encountered difficulties are mostly anchored on the stipulated mechanisms, criteria and processes for the performance target setting, monitoring, evaluation and development planning as indicated in the Guidelines on the Establishment and Implementation of the RPMS which were not clearly disseminated, defined and explained among teachers. Accordingly, the researcher designed a proposed management plan to enhance the teaching performance through the use of the Results-Based Performance Management System where suggestions from the informants of the focus group discussion were taken into consideration.