Abstract
This study objectively examined the extent to which teachers fulfill their Key Result Areas (KRAs) under the Results-Based Performance Management System (RPMS). Utilizing a quantitative-descriptive research design, data were gathered through a structured questionnaire and statistically analyzed using percentage, frequency, weighted mean, and chi-square tests. Findings revealed that teachers demonstrated a higher level of execution in areas related to the learning environment, which encompasses not only the physical classroom setup but also the intellectual, social, and emotional dimensions that contribute to holistic education. A significant relationship was found between the teachers' plantilla positions and their level of RPMS KRA execution, indicating that those in higher plantilla positions are more likely to be motivated and productive, possibly due to greater compensation and job security. The study underscores the need for the Department of Education to offer continuous professional development opportunities such as training and seminars, which are vital for enhancing teacher confidence, fulfillment, and teaching efficacy. Furthermore, the research advocates for strategic motivational efforts like merit-based promotions, consistent performance evaluations, and recognition programs, all of which can foster a supportive work culture and drive sustained improvements in teacher performance.
