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Abstract
This study analyzed the output-based performance assessment of junior high school teachers in Eastern Visayas for the school year 2018-2019. Both quantitative and qualitative approaches were applied to measure the variables. The results revealed that the recent output-based performance assessment is often observed in public schools in Region VIII, wherein performance planning and commitment are the most substantial aspects of compliance. In contrast, the weakest aspect is the performance reward and development. As revealed in the attitudinal aspects of the respondents, there is a generally favorable attitude towards the competency-based performance appraisal system for teachers, the student’s appraisal of teacher performance, and other forms of output-based performance assessment. The teachers’ performance, as measured by the IPCRF, and school performance, as measured by the OPCRF, have no significant correlation with the perception-based, attitude-based, and other assumed independent variables. Future research and inquiries on output-based assessment of teacher performance may focus on the perspectives of the higher educational authorities while exploring alternative variables that predict the authentic level of teaching performance and school outcomes.
