IMPLEMENTATION OF RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM IN

THE DIVISION OF AGUSAN DEL NORTE

AND TEACHER’S PERFORMANCE

A Dissertation Presented to
The Faculty of the Graduate Studies
Father Saturnino Urios University
Butuan City

In Partial Fulfillment of the Requirements for the

Degree of
Doctor of Philosophy in Education

By:

DAICY Q. CULTURA
Background of the study:

While everybody can impart knowledge, only a select few are

qualified to be successful teachers. Anyone can teach, but only

those who are qualified can do so effectively. Indeed, teachers

have a significant impact on students' lives; they don't just

impart knowledge on a daily basis; they also help students

realize their aspirations (Montano, 2020)

Not only does education impact the life of individuals, but

also the quality of living in the entire community or society.

People acquire knowledge and broaden their understanding of the

world through education. People also gain respect and recognition

through this. A knowledgeable community can be created with the

aid of education. However, this is only achievable if schools,

with the aid of teachers, deliver the right kind and amount of

instruction.

In order to create productive learners who will aid the

country in creating a more evolved society, quality education is

highly required. It is necessary for creating the circumstances

for international peace and development as well as being crucial

for addressing the basic needs of people and nations. All

learners who receive a high-quality education gain the skills

they need to advance in life and the abilities they want to have.

Because of this, schools offer an free education, a

contextualized curriculum that is appropriate for each learner’s

needs, and a sustainable education that uses a balanced and goal-

oriented approach while fostering a child-friendly teaching and

learning environment. An education system is required to end

illiteracy and ensure that all learners receive a high-quality

education.

Nowadays, teachers are essential to raising the standard of

education and the department's morale, especially when it comes

to the teaching and learning process. However, it is the

administrators' responsibility to identify which teachers are

truly effective when it comes to the teaching and learning

process, and this must equate to the standard assessment tool set

for teachers in connection with the Performance Management

System. It appears that teachers today are proving themselves to

be more efficient and effective teachers by engaging in various

continuous learning activities and by learning new strategies

through seminars and workshops (Montano, 2020)

The importance of teachers in enhancing learning was

underlined at the 2015 World Education Forum. They have a

significant impact on how well pupils learn.

However, there is a severe scarcity of skilled instructors

in many nations, especially emerging nations. It is essential

that teachers possess a high level of competence since the kind

of teachers pupils have has a significant impact on the quality

of their learning. To improve the caliber of instruction, the

governing body for education must establish and provide rigorous

requirements for the teachers. (Gecolea, 2019)

Gecolea, 2019 added that all teachers are required to adhere

to the criteria and performance measures specified by the

International Society for Technology in Education. Teachers need

to encourage students' creativity and learning. To facilitate

activities that increase student learning, creativity, and

innovation, they must draw on their expertise in the subject

matter, teaching and learning, and technology. Teachers are

expected to create learning experiences and evaluations for the

digital age. To maximize content learning in context and to grow

their knowledge, abilities, and attitudes, they must utilize

modern technologies and resources. In a global and digital

society, teachers must demonstrate the knowledge, abilities, and

work practices of an innovative professional. By comprehending

local and international societal challenges and duties, they must

also encourage and model good digital citizenship and

responsibility.

Teachers must also exercise leadership and professional

growth by modeling lifelong learning, enhancing their

professional practices, and leading their classrooms and

professional communities (Crompton, 2018).

Regarding the aforementioned in terms of the educational

environment in the Philippines, the Department of Education

(DepEd) pursues a package of policy reforms that collectively

seek to systematically improve critical, regulatory,

institutional, structural, and financial areas. This includes

planning and designing the curriculum as well as staffing the

appropriate individuals who will implement and monitor the

curriculum. The Department of Education's policy changes are

anticipated to bring about significant adjustments that are

required to further accelerate, broaden, deepen, and sustain the

better educational effort that the Schools First Initiative has

already begun.

The adoption of the National Competency-Based Teachers

Standards in developing its hiring, promotion, supervision, and

other policies connected to the teaching profession is one of the

numerous reforms being put into place. Through this, instructors

use the NCBTS as a roadmap for professional development in all

public elementary and high schools across the nation. It claims

that what the teacher is capable of doing defines the standards

or criteria for what constitutes good instruction. Good teaching

is based on what teachers are capable of doing competently rather

than on the teachers' qualifications, LET scores, grades in

graduate school, degrees, and personality traits.

Panth, et. Al. (2021) elaborated that the secret to raising

learning quality is in the hands of the teachers. An excellent

teacher goes beyond merely imparting knowledge, providing

explanations, or making vague allusions to prescriptive course

materials. To encourage students to learn, enable them to learn

independently, and help them comprehend how to learn by doing and

do by learning, teachers must create effective learning

environments.

On the other hand, Jie Ding (2021) stated that effective

teaching calls much more than just "teaching" and "learning." It

is a comprehensive idea that includes complex concepts and

practical processes. Interpersonal communication between the

teacher and the students is another part of education that

changes the students' attitudes toward learning. The overall

process by which professors and students collaborate to share and

discuss achievements is another facet of teaching. (Daicy, you

can transfer this to RRL.)

Developing a new tool for evaluating teacher performance

could allow teachers become much more productive and organized

professionals. John H. Tayler and Eric S. Tylor claim (2020). It

is becoming more and more common for school reform initiatives to

include the modernization of teacher evaluation systems, which

has the potential to provide fresh, systematic data about the

effectiveness of specific classroom teachers. To ensure that

instructors are adequately informed about how they are being

evaluated, it is necessary to effectively address or cascade the

availability of these various performance evaluation instruments

to teachers.

However, a number of elements, including high education, the

teaching technique, various personality traits, the

organizational environment, talent and potential, and the

performance management system, have an impact on how effectively

teachers perform. The effectiveness of teachers is closely

related to the effectiveness of their schools. Therefore,

performance management systems are crucial for school management

since they support schools and make sure that teachers put in a

lot of effort to assist them achieve their goals. With the use of

a performance management system, teachers are encouraged to

perform to the standards set by the schools. Additionally, a

performance management system offers schools a thorough and

expert management method to evaluate the performance outcomes of

schools and teachers (Jan et al. 2017).

Since the quality of instruction depends on the teacher,

numerous initiatives and reform attempts have been put in place

throughout the years to help teachers reach the requirements

required to provide high-quality instruction. The acceptance and

application of performance data to monitor, assess, and enhance

organizations' efficacy, which is also in line with the Civil

Service Commission Strategic Performance Management System, is

one of the national government's main responses (SPMS). Because

any organization's primary goal is to increase performance, which

is impossible to do without personnel performing effectively, the

utilization of this performance data has been a part of human

activity since the dawn of civilization. the performance

management system has been implemented as a result.

One of the 14 interventions that aid in the accomplishment

of DepEd's vision and mission and the application of the K–12

strategies is the Results-based Performance Management System

(RPMS). The objective is to increase access to high-quality basic

education that will develop functional, literate, and skillful

Filipinos for the twenty-first century. It is consistent with the

Strategic Performance Management System (SPMS), which consists of

four stages or phases: Performance Planning and Commitment,

Performance Monitoring and Coaching, Performance Review and

Evaluation, and Performance Rewarding and Development Planning.

If RPMS is properly implemented, it can provide a wealth of

information that can be used for other tasks, such as human

resource (HR) planning and recruitment, job design and work

relationships, compensation and benefits, employee relations,

rewards and recognition, training and development, and more.

Despite having clear goals, the Results-Based Performance

Management System nevertheless faces obstacles and issues when

assessing teachers to establish their efficacy. Mayne (2017)

argues that Implementing projects of the result-based management

variety is challenging since doing so has an influence across the

entire organization. The majority of the major obstacles are not

generally measurement-related; rather, they are organizational in

nature. As a result, the implementation of RPMS does not

guarantee that issues relating to teacher inefficiency and

ineffectiveness will be resolved.

According to Nichols and Cormack's (2017) definition, school

administrators are accountable for managing staff and employee

performance in relation to standards. Liew (2012) has criticized

performance management as a method of neoliberal regulation, but

it can also inspire leaders to encourage teachers to advance from

competence to leadership. To this end, encouraging teachers to

engage in inquiry may give leaders proof of their capacity for

leadership while also giving them a way to work toward improving

their schools. The results of the performance management show how

effectively the personnel carry out their missions or mandates

and add value. Stakeholders are now more concerned in how these

accomplishments have affected their lives than in what has been

accomplished.

Indeed, by raising employee performance, which in turn

boosts organizational performance, the value of a performance

management system is realized. So adopting a performance

management system to increase employee performance is a strategy

to increase business performance. Performance management is

crucial at a company like the Department of Education (DepEd)

because it ensures that every person is exerting their best

effort in pursuit of a common objective. Employees can evaluate

how well they are doing in their specific tasks and what is

expected of them by the company, which helps motivate them to

work harder.

The Department of Education, a government organization in

the Philippines charged with ensuring access to, promoting equity

in, and improving the quality of basic education, is now

contextualizing and using the Results-based Performance

Management System (RPMS) for both teaching and non-teaching

staff. This is done in accordance with the DepEd Order No.2

series of 2015, also known as the Guidelines on the Establishment

and Implementation of the Result-Based Performance Management

System. The RPMS, according to the same organization, is a method

used to ensure that teachers pay their attention to their job

toward the realization of the DepEd mission, vision, and values.

It is a method or plan for ongoing personal and professional

growth. It is hoped that the use of RPMS will improve each

employee's performance and sense of accountability.

Given that the Performance RPMS is still being implemented,

its efficacy in terms of the performance of the teachers and the

academic results of the children is in question.

The occurrence of a relationship between teacher performance

and the implementation of Results-based Performance Management

System (RPMS) was supported by numerous sources. Does teachers’

performance raised to excellent level as this new type of

measuring and monitoring their capability is implemented? There

is considerable debate over the direct relationship between

teachers’ performance and RPMS - the tool used now to evaluate

teacher performance.

Therefore, our study aims to close that research gap.

In this regard, the researcher will conduct a study that

will determine the relationship between Results-Based Performance

Management System and the teachers’ performance in the Division

of Agusan del Norte. This study will also find out if proper

implementation of the guidelines of Results-based Performance

Management System (RPMS) will lead to the effective performance

of the teachers in terms of instructional competence, home,

school, community involvement, and personal and professional

growth and development. Furthermore, this study will able to

identify the challenges faced by teachers as regard to the

accomplishment of Results-based Performance Management System

(RPMS). The study will also serve as basis for the creation of

Teacher’s Development Plan that can enrich the implementation of

Results-based Performance Management System (RPMS) guidelines and

improve the teachers’ performance.

(Daicy, I understand that this is your Introduction. I see

that it is quite long for the Introduction. Please rearrange the

topic and remove some which are appropriate to be placed in the

RRL. After you have touched the idea on measuring the

qualifications of teachers, go straight to the discussion on

RPMS. Do not repeat the discussions on the importance of

teachers since you have done that at the beginning, before the

discussion on measuring teachers’ skills.

Daicy, what’s you present position? Will you be able to

measure the teachers’ performance? Is it within your scope of

work?)