Abstract
The study sought to assess the teacher-respondents’ perceived level of implementation of Results-Based Performance Management System – Philippine Professional Standards for Teachers (RPMS-PPST) in the three (3) integrated schools in Masinloc District, Schools Division of Zambales during the school year 2023-2024. Total numeration was employed to draw the teacher-respondents from kindergarten, elementary (Grades 1-6) to junior high school (Grades 7-10) totaling seventy (70)occupying Teachers I, II, III, Master Teacher I and Master Teacher II positions. The descriptive method of research was employed with checklists to gather data. The techniques of observation and interview were likewise employed to validate and or reinforce findings. Statistical treatment of data was confined to the frequency count, percentage distribution, weighted mean, and analysis of variance. Majority of the teacher-respondents were found to be very high in their perceived implementation of Results-Based Performance Management System – Philippine Professional Standards for Teachers (RPMS-PPST) in terms of the four (4) areas of RPMS-PPST 3. The top five (5) challenges rated by the teacher-respondents in their implementation of the RPMS-PPST were: 1) the system does not require a side-by-side comparison, comparing each rate with one another; 2) a ratee who disagrees with his/her appraisal is seldom given the opportunity the result with a neutral party; 3) uncertainty can cause many rates high level of anxiety weeks before the evaluation process; 4) most of the RPMS-PPST forms are incredibly long and time-consuming; as a result raters routinely recycle last year’s evaluation; and 5) performance appraisals are often kept secret. An over-emphasis on privacy concerns might allow raters to play favorites, to discriminate, and to be extremely subjective. Insignificant difference was observed among the teacher-respondents’ perceived level of implementation of RPMS-PPST in terms of performance planning and commitment while significant differences were established in terms of performance monitoring and coaching; performance review and evaluation; and performance rewarding and development planning.
