Performance-Based Management of Public Elementary Schools in Caraga Region

Abstract

INTRODUCTION

Performance-based management is a management approach that maximizes the performance of teaching personnel. The performance is relative with targets when these are carefully set based on the Individual Performance Commitment Review (IPCR) and the Office Performance Commitment Review (OPCR) of the Department of Education Major Final Outputs (MFOs). With the existence of a high competition scenario in the world of education, it attracts the researcher to conduct such study in lined with her nature of work she is handling in order to provide interventions and necessary actions to not just only develop but as well as to uplift teachers' performance at their best.

METHODS

A descriptive-normative research design using the survey questionnaire was utilized in gathering the data. Public elementary schools of CARAGA region served as the research locale which comprised with ten (10) divisions with a total of three hundred fifty (350) respondents of which fifty are school heads and three hundred (300) are teacher respondents.

RESULTS

The pupils’ survival rate per school size varies drop-out rates throughout the region is insignificant. The NAT performance is high and performance of teachers is very satisfactory. The Performance-based Management Index of Teachers and school heads in Public Elementary Schools of CARAGA Region is outstanding. The school profile which are the Enrollment, Cohort Survival Rates, NAT Performance and the Performance Rating of Teachers have significant relationship to the Performance-based Management Index based on the Major Final Outputs (MFOs). There is a significant difference between the Performance of big schools and small schools along the implementation of the PBM in CARAGA Region.

DISCUSSIONS

It is beneficial that the Performance Management Team (PMT) may customize PBM mechanisms that will cater the type of the school according to its size. The school heads may set parameters in the MFOs which are realistic in school organization without neglecting the capacity of the school personnel. The resource of the school may be readily being available in support to the thrusts and directions of the school based from its school's vision and goal. It is recommended that the PMT and school heads may revisit the implementation of PBM components. In a progressive style of management, bench marking is recognized as mechanism that would enable the school personnel to draw best practices of PBM for replication and innovation.