PERCEPTION ON RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM AND COMMITMENT OF SELECTED ELEMENTARY

TEACHERS OF POLILLO DISTRICT

Dexter H. Morcilla

Southern Luzon State University

Polillo Campus

2021
 BIOGRAPHICAL SKETCH

Name: Dexter H. Morcilla

Date of Birth: February 12 1999

Place of Birth: Polillo Quezon

Address: Burgos Street Brgy. Poblacion Polillo,Quezon

Contact Number: 09187832855

Age: 21

Email Address: Hoerto_dexter@yahoo.com

Civil Status: Single

Gender: Male

Nationality: Filipino

Religion: Roman Catholic

Name of Father: Edgardo V. Morcilla

Name of Mother: Marjerie H. Morcilla

EDUCATIONAL BACKGROUND

Tertiary: Southern Luzon State University

Polillo Campus- Polillo Quezon

2016 – 2020

Course: Bachelor of Elementary Education

General Education
Secondary: Mount Carmel School of Polillo

Brgy. Poblacion Polillo, Quezon

2011-2015
Elementary: Polillo central Elementary School

Brgy. Poblacion Polillo, Quezon

2005-2011

ORGANIZATION AND AFFILIATION:

Future Mentors Society (FUMES) Representative

Supreme Student Council (SSC) Councilor

NSTP Member
 CERTIFICATE OF ORIGINALITY

I hereby affirm that this compliance is my own work and that, to the best of my

understanding and certainty, it covers no materials previously published by another person

nor material to which a considerable range has been acknowledged for award of any other

degree or diploma of a university or other institute of higher learning, except where due

credit is made in the text.

I also declare that the logical content of this thesis is the product of my own effort,

even though I may have customary assistance from others on style, presentation and

semantic expression.

________________________________
DEXTER H. MORCILLA
Researcher

_________________
Date
 APPROVAL SHEET

In partial fulfilment of the requirements for the degree of Bachelor of Elementary

Education, this research paper entitled “PERCEPTION ON RESULTS-BASED

PERFORMANCE MANAGEMENT SYSTEM AND COMMITMENT OF

SELECTED ELEMENTARY TEACHERS OF POLILLO DISTRICT”, has been

prepared and submitted by Dexter H. Morcilla, who is hereby recommended for oral

examination.

_____________________________
______
PROF. FIDEL J. LASCONIA
Research Adviser

Approved in partial fulfillment of the requirements for the degree, Bachelor of

Elementary Education, by the oral defense examination committee.

_____________________________ _______________________
Ms. REENE ROSE L. GARCIA Mr. RODRIGO DACILLO
Member Member

__________________________
RAQUEL N. ESTRELLADO

Chairperson

Accepted in partial fulfillment of the requirements for the Degree of Bachelor of

Elementary Education.

______________________________________
PROF. FIDEL J. LASCONIA
Campus Director
Date: __________
 DEDICATION

This piece of work is whole-heartedly dedicated to Marjerie H. Morcilla

and Edgardo V. Morcilla, his nanay and tatay, to his brothers

and sisters, to his friends, and above all to

Heavenly Father.

-DHM
 ACKNOWLEDGEMENT

The researcher would like to express his gratitude to the people who provided him

undying support and encouragement to make this research possible.

Special thanks to the following persons:

Marjerie H. Morcilla and Edardo V. Morcilla, his parents, and his sisters and

brothers for their financial and unlimited love and moral support extended to him;

Prof. Fidel J. Lasconia, the adviser of the researcher who gave his precious time to

guide and keep this study on going and for motivating him to finish the study;

Ms. Ailen N. Lazaro , the language editor of the researcher who spends her time

editing the research manuscript;

Mr. Rodimel Albarracin, the statistician of the researcher who spent his time and

effort for the statistical treatment of this study.

Respondents of the Study, for their cooperation in providing the information

needed in this study;

To Maitha Samira Rocas , for giving the researcher a piece of advice, support,

words of encouragement, determination and valuable information needed in the study;

To all his friends for their advice, help, cooperation and for giving their prior

knowledge;

Above all, God Almighty, for His unending blessings and grace that enlightened

and strengthened the researcher to fully accomplish this work.

To all of you, words cannot express his gratitude.

 TABLE OF CONTENTS

Pages

Title page…………………………………………………………………………….i

Biographical Sketch…………………………………………………………………ii

Certificate of Originality……………………………………………………………iv

Approval Sheet………………………………………………………………………v

Dedication………………………………………………………………………….. vi

Acknowledgement…………………………………………………………………..vii

Table of Contents………………………………………………………………….. viii

List of Tables……………………………………………………………………… x

List of Appendices………………………………………………………………….. xi

Abstract…………………………………………………………………………….. xii

Chapter I- Introduction

Introduction………………………………………………………………….1

Background of the Study………………………………………………….....1

Objectives of the Study………………………………………………………2

Significance of the Study………………………………………………….....3

Scope and Delimitation………………………………………………………4

Definition of Terms…………………………………………………………..4

Chapter II- Review of Literature and Studies

Related Literature and Studies………………………………………………7

Theoretical Framework…………………………………………………….. 14
 Research Paradigm……………………………………………………........ 15

Chapter III- Methodology

Research Locale……………………………………………………………..16

Respondents…………………………………………………………………16

Research Design………………………………………………….................16

Research Instrumentation…………………………………………………...17

Data Gathering/ Procedure………………………………………………….17

Chapter IV- Results and Discussion

Presentation, Analysis and Interpretation of Data…………………………19

Chapter V- Summary, Findings, Conclusions, and Recommendation

Summary……………………………………………………………………..69

Findings……………………………………………………………………...72

Conclusions…………………………………………………………………..75

Recommendations……………………………………………………………76

Bibliography/ References Cited……………………………………………………77

Appendices…………………………………………………………………………..80

Letters……………………………………………………………………………….154

Certificates………………………………………………………………………….165
 LIST OF TABLE

Table Page

1. Frequency and Percentage Distribution of Demographic Profile of the

Respondents in terms of Age ...................................................

2. Frequency and Percentage Distribution of Demographic Profile of the Respondents

in terms of Sex .......…......................................……….……........................... 19

3. Frequency and Percentage Distribution of Demographic Profile of the Respondents

in terms of Grade Handled …………......................................……................ 20

4. Frequency and Percentage Distribution of Demographic Profile of the Respondents

in terms of School...................................................................................…….. 20

5. Frequency and Percentage Distribution of Demographic Profile of the Respondents

in terms of Positions.......................................................................................... 21

6. Frequency and Percentage Distribution of Demographic Profile of the Respondents

in terms of Years in Service................ ............................................................... 23

7. Weighted Mean Distribution and Standard Distribution of the Teachers on RPMS in

terms of Implementing Rules and Regulations Guidelines…………………… 24

8. Weighted Mean Distribution of the Teachers on RPMS in terms of Teacher

Performance ...................................…………………………………………… 24

9. Weighted Mean Distribution and Standard Distribution of the Teachers on RPMS in

terms of Incentives/Bonuses.............................................................................

10. Weighted mean Distribution of the Teachers on RPMS in terms of Commitment of

teachers......................................................................................................
11. Test of Significant Difference on the responses of Perception on RPMS and

Commitment of Teacher.........................................................................
 ABSTRACT

Title “Perception on Results-Based Performance Management System and Commitment

Selected Teachers of Polillo District”

Author: Dexter H. Morcilla

Research Adviser: Prof. Fidel J. Lasconia

This study aimed to know the perception of the teachers on Results-Based Performance
Management System in terms of Implementing Rules and regulation/Guidelines, teacher
performance and Incentives/Bonuses. It accomplished the following objectives in terms of:
age, gender, grade handled, school, position and years in service, percentage formula was
used, from the age most are 30-39 years old while in sex the majority are female, in grade
handled the most dominant are grade 5, while School the most is Northern School; from
position T-1 and lastly years in service the most are 6-10. To determine the perception of
the teachers on RPMS in terms of Implementing Rules and Regulation/Guidelines,
Teachers performance and Incentives/Bonuses Weighed mean will be used, Teachers
performance and Incentives/Bonuses are lies on Agree scale while Implementing Rules and
Regulation/Guidelines are lies on strongly agree scale. To determine the commitment of
teachers on their current job description/status. Weighted mean will be employed, the result
from Commitment of teachers are fall in Agree category. The questionnaire used as an
instrument for gathering data. After the data were gathered they were tallied, tabulated
analyzed and interpreted.

Keywords: Commitment, Implementing Rules and Regulations, Perception on Results-

based Performance Management System, Teacher performance.
 Chapter I

INTRODUCTION

Results-based Performance Management System (RPMS) is a Department of

Education (DepED)-wide process of ensuring that employees focus on work efforts

towards achieving Department of Education vision, mission, values, strategic priorities. It

is also a mechanism to manage, monitor and measure performance, and identify human

resource and organizational development needs.

In addition to that according to Dizon et al., (2018), they also recommended that

there is a need for periodic evaluation on the implementation of RPMS as well as the strict

compliance with the RPMS Guidelines to further monitor and determine gaps on the

department itself and further improve its performance.

The quality of education depends on the teachers as reflect in the performance of

their duties. Over the pupil’s academic performance in both internal and external

examinations had been used to determine excellence in teachers in teaching. Teachers have

been shown to have an important influence on students’ academic achievement and they

also play a crucial role in educational attainment because the teacher is ultimately

responsible for translating policy into action and principals based on practice during

interaction with the students. (Gatere, 2015)

The primary purpose of performance pay in an organization is attract, retain and

motivate the workforce the teacher salary levels may influence pupil’s outcomes either

through the recruitment and retention of more capable teachers and/or because higher
salaries induce greater effort (Milanowski, 2017). It believes that high-quality workers are

attracted to an organization where they feel that their ability will be rewarded. The salary

levels affect the choice to work as a teacher because of the popularity of the profession is

highly dependent on the average salary level and the salary structure used in this field.

Employee commitment is important because high levels of commitment lead to

several favorable organizational outcomes. Dordevic (2015) stated that the commitments of

employees are important issue because it may be used to predict the employee’s

performance, absenteeism and other behaviors.

This study therefore will focus on the results-based performance management

system and commitment of the teachers in Polillo District.

Background of the Study

This study will determine the perception on Results-based Performance

Management System and commitment of teachers of Polillo District.

The DepED order adopts the Strategic Performance Management System (SPMS)

of the Civil Service Commission (CSC) in view of the issuance of the CSC Memorandum

Circular No. 6, s. 2012 which sets the guidelines on the establishment and implementation

of a Strategic Performance Management System in all government agencies.

Perception is the attitude employees have towards policies concerned with pay,

recognition promotion and quality of working life, and the influence of the group with

whom they identify. (Armstrong,2016)

 The researcher wants to conduct this study to know if the teachers are committed on

their current job even though they have overloaded work and he wants to know the

effectiveness of Results-based Performance Management System.

Objectives

This study aimed to determine the perception on Results-based Performance

Management System and commitment of teachers of Polillo District.

Specifically, this research seeks to answer the following objectives/statement:

1. To determine the demographic profile of selected teachers in Polillo District in terms of:

1.1 Age

1.2 Gender

1.3 Grade handled

1.4 School

1.5 Position

1.6 Years in service

2. To determine the perception of the teachers on RPMS in terms of:

2.1 Implementing Rules and Regulation/Guidelines

2.2 Teachers performance

2.3 Incentives/Bonuses

3. To determine the commitment of teachers on their current job description/status.

4. To find out the significant difference on the perception of teacher on Results-based

Performance Management System (RPMS) of male and female respondent.

Scope and limitations

This study aimed to determine the perception on Results-based performance

Management System and commitment of selected teachers of Polillo District for the school

year 2018-2019. 68 selected teachers of Polillo District are the respondents of this study.

Significance of the Study

This study will be beneficial to the following:

For the administrators – This study will help them to be aware and be able to monitor

what are the performance and commitment of their teachers.

For the Teachers – This study will demonstrate them what they are committed for and it is

important for them to know the correlation of their performance in the academic

performance of their pupils.

For the Students – knowing that their teachers are committed in their work the students

will encourage to study more and will lead to high academic performance.

For the community – the findings of this study can also be used by government and other

organizations to design future staff reward system.

For the future researcher – This study will help them to find useful research gaps that

may stimulate interest in further research in future.

DEFINITION OF TERMS

The following term defined conceptually and operationally for the purpose of the

better understanding.
Commitment – the attitude of teachers who work very hard to do their job as a teacher and

as a parent.

Implementing Rules and Regulations – it covers all the mandated functions and duties of

teachers.

Incentive/bonuses – is presented after the occurrence of an action that encourages a

teacher to do something or to work harder.

Perception – the way the teachers think about.

Respondents – are the teachers in Polillo district who have been invited to participate in

this study and have a major part of this study.

Results-Based Performance Management System (RPMS) – Rpms is where the

teacher’s bonuses are based.

Teacher Performance – is the evaluation that refers to the effectiveness of the teaching

and how they teach pupils.

 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents some related literature and studies to be conducted by the

researcher.

DepED Order No.2, s. 2015, or “Guidelines on the Establishment and

Implementation of the Results-based Performance Management System (RPMS) in the

Department of Education” stipulates the specific mechanisms, criteria and processes for the

performance target setting, monitoring, evaluation and development planning for schools

and offers.

A st4udy conducted by Dizon et al., (2018) proposed that periodic evaluation on the

implementation of RPMS as well as following correct processes with the RPMS and

Guidelines are needed to further monitor and to determine areas that have gaps and create

better performance in the field.

Performance which comes from the word performance of what is done will be done,

how to do, and the outcome accomplished from such work. According to Suharnings &

Murtedj (2017) in the modern management which includes education management the

performance of a person strongly depends on their work spirit, and of course good

communication between leaders and its subordinates. Also based on the results of their

study organizational culture is also vital when it comes in molding the employee’s

satisfaction level which also affects their performance level which means the higher the

employees’ satisfaction the higher the rate of performance, while getting a low Cultural
Organization, the lower job satisfaction gained by employees which can also affect

employee’s performance.

Taylor (2016) states that performance management provides the mechanism by

which an organization can measure critical success factors.

In addition to that Armstrong als.o cited in Villamater (2015)’s work that,

Performance management includes activities which ensure that goals are consistent being

met in an effective manner. Performance management can focus on the performance of the

organization, a department, employee or even the processes to build a product of service as

well as many other areas. It was also stated that, performance management can be defined

as a strategic and integrated approach in delivering sustained success to organizations by

improving the performance of the people who work in them and by developing the

capabilities of teams and individual contributors. It is strategic as it is concerned with the

broader issues facing the business if it is to function effectively in its environment and with

the general direction in which it intends to go to achieve longer-term goals.

Meanwhile, analysis aims to determine the continuous key objectives and

performance and standard for each job position. Following the commitment analysis is the

work analysis of a particular job in terms of the reporting structure and job description. If

the job description is not available, then a system analysis can be done to draw up a job

description. (Armstrong, 2017)

Bashir et al. (2017), also proposed in their study that how teachers perform is their

capacity to provide relevant skills, knowledge that are reliable and are suitable for tasks

which can help improve students learning progress and have better procurement.
 However, Shulman Pardimin and Huda (2018) referred educators' work execution

as their outcome and considered it as their advancement which is accomplished by the

instructor itself and performing appropriate duties and responsibilities depending on their

capacity, nationality, scholastic capability, work insight, assets, administration, reward

construction and nature of work, discernment, disposition, character, learning, and

motivation.

Teaching profession requires commitment. An effective educator needs to be

committed not only to their students, but to the teaching profession. This means abiding by

the rules and regulations, embracing the principles of the teaching profession, as well as the

requirements. (Vaillancourt, 2015)

To add to that A study presented by Gayomale-Sala et al. (2020) discussed about

the motivational factors of teachers which relates to their performance where it was

concluded that the higher the teacher’s motivation, the better is their performance.

Ormilla (2021), also stated that besides from the teacher’s commitment and

performance itself there should be a shared responsibility between ratee and rater, and in

order to track and record important events they advised to utilize Performance Monitoring

and Coaching Form (PMCF) and should be properly monitored and recorder for better

observation of teachers progress and performance. Also, they emphasized that feedback

should be provided from the rater to the ratee in order to improve the work and behavior of

ratee. Ormilla also suggests that mentoring and providing feedback will give a big impact

to the ratee not only to their work but also to their behavior. It was also mentioned that the
process should also be continuous in order for the whole procedure to be more effective

and have a better result.

Dapitan & Caballes (2019) also emphasized on their study that because of the

employment of clinical supervision it was revealed that teacher’s performance have

improved based on their classroom observation tool which also signifies that teachers and

heads should be encouraged to use clinical supervision as their mode of classroom

supervision.

In a study conducted by Tahira et al., (2017) results of their study suggested that

there is a significant impact on the performance of teachers in elementary level because of

the reward system. Also, Tomlinson as cited in Gatere (2015) asserts that teachers who are

not motivated by financial rewards can also be encouraged with non-fictional rewards.

These rewards can include satisfaction from high student achievement, recognition,

influence, new learning skills, and personal growth. Therefore, a performance-based pay

system is a means of providing commitment by introducing clear goals to the whole school.

As for performance-based rewards Schuler as cited in Gatere (2015), he referred

performance-based rewards as a compensation for their work. Organization must also align

their compensation and reward systems with the performance, in order to increase

productivity and achieve sustainable growth.

In contrast to that a study conducted by Cordovilla & Cruz (2021), stated that

although Performance-Based Bonus (PBB) was implemented there is still no change in the

self-efficacy of teachers and instead of an increase after the conduct of PBB there is a

decrease in the efficacy rating of the teachers whereas from ‘Highly Proficient’ to

‘Proficient’. Also based on the result of their study is showed that regardless of the
presence or absence of monetary rewards teachers are able to keep their promise and

respond to the calling which makes their teaching efficacy the same.

Ana according to Brown and Armstrong (2015) performance-based reward system

indicates that public education remains wedded to an antiquated system of teacher’s

compensation. That system openly disavows the ability to pay teachers based on their

performance. Instead, public school teachers only increase their pay based on the years of

teaching and level of higher education.

Meanwhile, analysis aims to determine the continuous key objectives and

performance and standard for each job position. Following the commitment analysis is the

work analysis of a particular job in terms of the reporting structure and job description. If

the job description is not available, then a system analysis can be done to draw up a job

description. (Armstrong, 2017)

 Theoretical Framework

Expectancy Theory This is because the motivational force of every individual is

influenced by his or her expectancies, valances all of which depend on a personal way of

perception. The formal framework of expectancy theory states that motivation plus effort

leads to performance, which leads to outcomes. The expectancy theory explains that in any

given situation, the greater the number and variety of rewards that are available to the

employees (teachers), the greater is the probability that extra effort will be exerted in

attaining the set goals or targets in the hope of getting the desired rewards.

Expectancy theory suggest that employees are more likely to be motivated to

perform when they perceive that there is a strong link between their performance and the

reward they receive (Mendonca, 2002).

Research Paradigm

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Results-based Performance
Commitment
Management System

Teachers Perception
 Figure 1: Teachers of Polillo District, Results-based Performance Management
System and commitment

The research paradigm shows the independent variable of the study which is the

Results-based Performance Management system and commitment serves as the dependent

variable as perceived by teachers.

Null Hypothesis

There is no significant difference on the perception of teachers on Results-Based

Performance Management System (RPMS) of male and female respondents.

 Chapter III

METHODOLOGY

This chapter presents the methods and techniques used by the researcher in his

study. It includes the research locale, research design, respondents, research instrument,

procedure/ data collection and statistical treatment.

Research Locale

This study will be conducted in Polillo District, Municipality of Polillo Quezon.

Polillo Island is one of the beautiful islands in Quezon because of its beaches, there are 20

Barangay’s with a 19 elementary school. Polillo District is one of the most competitive

district schools when it comes in the academics and sports.

Respondents

The respondents of this study are the selected teachers of Polillo District with a total

number of 68 teachers school Year 2018-2019.

Research Design

This study will use descriptive method of research to know the significant

relationship between perception on RPMS and Commitment of the respondent’s school

year 2018-2019 through the use of a questionnaire.

Research Instrument

The instrument in this study was adopted questionnaire from the study of Gatere

(2015) which consist of 30 questions divided into three categories; Teachers Performance,

Incentives/Bonuses and commitment of teachers on their current job.

Data Gathering Procedure

In gathering the data, the researcher will make a letter of request addressed to the

principal of selected schools of Polillo to allow him to conduct his study. Then he will

present it to the research adviser for the suggestions and recommendation. The letter will

be presented to the principals of selected school.

Statistical treatment

To reliability accomplish the objectives of the study; the following statistical

formula will be used;

Objective 1. To determine the demographic profile of selected teachers in Polillo District

percentage will be used.

Objective 2. To determine the Perception of the teachers on RPMS weighted mean will

be used.

Objective 3. To determine the commitment of Teachers on their current job

description/status weighted mean will be used.

Objective 4. To find out the significant difference on the perception on Results-based

Performance Management System of male and female respondents Pearson

R will be used.
 The following scales were used for interpretation of data for RPMS and

commitment of selected teachers:

Point Scale Range Interval Descriptive Rating

4 3.25-4.00 Strongly Agree (SA)
3 2.50-3.24 Agree (A)
2 1.75-2.49 Disagree (D)
1 1-1.74 Strongly Disagree (SD)

-
 Chapter IV

RESULTS AND DISCUSSION

This chapter presents the findings and result of the study; it is based on the data

under investigation. The data are presented to give information and clarity to the

discussion.

Age Frequency Percentage

20-29 21 30.88%
30-39 34 50.00%
40-49 10 14.71%
50-59 3 4.41%
Total 68 100.00%
Table 1. Frequency and Percentage Distribution of Demographic Profile of the
Respondents in terms of Age

Table 1 presents the demographic profile of selected Teachers of Polillo District in

terms of age. The respondents with the age of 20-29 years old have a total frequency of 21

or 30.88 percent, followed by age of 30-39 with a frequency of 34 or 50.00 percent, then

with the age 40-49 with a frequency of 10 or 14.71 percent and age of 50-59 with a

frequency of 3 or 4.41 percent.

Generally, 50-59 years old has 4.41 percent it is the lowest percentage and the

dominant is 30-39 years old with the percentage of 50.00 percent.

Table 2. Frequency and Percentage Distribution of Demographic Profile of the

Respondents in terms of Sex

Sex Frequency Percentage

Male 30 44.12%
Female 38 55.88%
Total 68 100.00%
 Table 2 illustrates the demographic profile of selected Teachers of Polillo District in

terms of gender. Male has a frequency of 30 or 44.12 percent and female has a frequency

of 38 or 55.88 percent.

To conclude, most of the respondents are female.

Table 3. Frequency and Percentage Distribution of Demographic Profile of the

Respondents in terms of Grade Handled

Grade Handled Frequency Percentage

Kinder 1 1.47%
1 5 7.35%
2 7 10.29%
3 13 19.12%
4 12 17.65%
5 16 23.53%
6 14 20.59%
Total 68 100.00%

Table 3 presents the demographic profile of selected Teachers of Polillo District in

terms of grade Handled. Kinder has a frequency of 1 or 1.47 percent, followed by grade 1

with a frequency of 5 or 7.35 percent, then grade 2 with a frequency of 7 or 10.29 percent,

grade 3 with a frequency of 13 or 19.12 percent, grade 4 with a frequency of 12 or 17.65

percent, grade 5 with a frequency of 16 or 23.53 percent, and grade 6 with a frequency of

14 or 20.59 percent.

As a result, it shows that the lowest percentage is 1.47% from kinder while the

dominant is 23.53% from grade 5.

 Table 4. Frequency and Percentage Distribution of Demographic Profile of the
Respondent in terms of School

School Frequency Percentage

PCES 7 10.29%
Southern School 21 30.88%
Northern School 40 58.82%
Total 68 100.00%

Table 4 illustrates the demographic profile of selected teachers of Polillo District in

terms of school. Polillo Central Elementary School has a frequency of 7 or 10.29 percent,

followed by Southern School has a frequency of 21 or 30.88 percent, and Northern School

has a frequency of 40 or 58.82 percent.

Therefore, majority of the respondents are from the Northern school.

Table 5. Frequency and Percentage Distribution of Demographic Profile of the

Respondents in terms of Position

Position Frequency Percentage

T-1 39 57.35%
T-2 13 19.12%
T-3 16 23.53%
Total 68 100.00%

Table 5 illustrates the demographic profile of selected teachers of Polillo District in

terms of position. Teacher 1 has a frequency of 39 or 57.35 percent, followed by Teacher 2

has a frequency of 13 or 19.12 percent, and Teacher 3 has a frequency of 16 or 23.53

percent.

Therefore, most of the teacher is Teacher I

Table 6. Frequency and Percentage Distribution of Demographic Profile of the
Respondents in terms of Years in Service

Years in Service Frequency Percentage

5 and Below 19 27.94%
6-10 33 48.53%
11-15 8 11.76%
16-20 3 4.41%
21-25 3 4.41%
26-30 2 2.94%
Total 68 100.00%

Table 6 presents the demographic profile of selected Teachers of Polillo District in

terms of years in service. 5 and below has a frequency of 19 or 27.94 percent, followed by

6-10 with a frequency of 33 or 48.53 percent, then 11-15 with a frequency of 8 or 11.76

percent, in 16-20 with a frequency of 3 or 4.41 percent, while 21-25 with a frequency of 3

or 4.41 percent and lastly 26-30 with a frequency of 2 or 2.94 percentage.

As a result, it shows that the lowest percentage is 2.94% from 26-36 years while the

dominant is 28.53% from 6-10 years.

Table 7. Weighted Mean Distribution and Standard Distribution of the Teachers on

RPMS in terms of Implementing Rules and Regulation Guidelines
 Implementing Rules and Regulation 4 3 2 1 WM SD I
Guidelines SA A D SD
1. I am aware on the implementing rules and 29 39 0 0 3.43 0.50 SA
regulation of RPMS.
2. The RPMS rules and regulations are 24 43 1 0 3.34 0.51 SA
properly implemented.
3. RPMS evaluate the performance of DepEd 23 39 6 0 3.25 0.61 SA
officials and employees, personnel under
contract/job order, and LGU-funded
employees.
4. RPMS are with legal basis and ordered by 29 37 2 0 3.40 0.55 SA
the department.
5. RPMS should be used only as an appraisal 17 49 2 0 3.22 0.48 A
tool which shall be basis for training and
development.
6. RPMS motivated and stimulated the 18 47 2 1 3.21 0.56 A
employee.
7. RPMS support the realization of the 21 45 2 0 3.28 0.51 SA
vision/mission of Department of Education.
8. RPMS provide feedback on employee’s 22 45 1 0 3.31 0.50 SA
work, progress and accomplishments.
9. RPMS provides verifiable basis for rating 17 48 3 0 3.15 0.51 A
and ranking the performance.
10. RPMS dictate rate’s own commitments 12 54 2 0 3.15 0.43 A
that will measure his/her performance.

AWM 3.28 0.35 SA

Table 7 illustrates the perception on RPMS of selected teachers in terms of

implementing rules and regulations. The statement no. 1 got the highest weighted mean of

3.43 with the scale description of strongly agree while state no. 9 and 10 is the lowest

weighted mean of 3.15 with the scale description of Always.

Generally, table 7 has an average weighted mean of 3.28 that lies on the scale of

“strongly agree”.

DepED Order No.2, s. 2015, or “Guidelines on the Establishment and

Implementation of the Results-based Performance Management System (RPMS) in the

Department of Education” stipulates the specific mechanisms, criteria and processes for the
performance target setting, monitoring, evaluation and development planning for schools

and offers.

Table 8. Weighted Mean Distribution of the Teachers on RPMS in terms of Teacher

Performance

Teacher Performance 4 3 2 1 WM SD I
SA A D S
D
1. The current teacher performance pay plan is 15 53 0 0 3.22 0.42 A
fair in how it distributes performance pay
awards
2. The current teacher performance pay plan is 21 46 1 0 3.29 0.49 S
aligned with school goals in how it rewards A
performance
3.My individual performance as an educator 17 47 3 1 3.18 0.57 A
has a significant influence on whether or not I
earn teacher performance pay
4.I have adequate resources (i.e. materials, 20 45 3 0 3.25 0.53 S
supplies) to support my efforts in obtaining A
teaching performance pay
5.I have adequate administrative assistance to 16 51 1 0 3.25 0.45 S
support my efforts in obtaining teacher A
performance pay
6.My chance of receiving teacher performance 20 45 3 0 3.25 0.53 S
pay is the same as any other teacher A
7.Teacher performance pay provides an 20 45 3 0 3.25 0.53 S
incentive for me to work harder toward A
improving student achievement
8.Teachers performance pay encourages me to 19 45 4 0 3.22 0.54 A
participate in staff development to improve
my skills as an educator
9.Increasing the size of the teacher 13 50 5 0 3.12 0.50 A
performance pay bonus would increase my
motivation to improve student achievement
10.I work longer hours as a result of the 9 52 7 0 3.03 0.49 A
implementation of teacher performance

AWM 3.20 0.27 A

Table 8 shows the perception on RPMS of selected teachers in terms of teacher’s

performance. The statement no. 2 got the highest weighted mean of 3.29 that lies on the
scale of strongly agree while state no. 9 is the lowest weighted mean of 3.12 that lies on the

scale of agree.

Generally, table 8 has an average weighted mean of 3.20 that lies on the scale of

“agree”.

Armstrong as cited in Villamater (2015) Performance management includes

activities which ensure that goals are consistent being met in an effective manner.

Performance management can focus on the performance of the organization, a department,

employee or even the processes to build a product of service as well as many other areas.

Table 9. Weighted Mean Distribution and Standard Distribution of the Teachers on

RPMS in terms of Incentives/Bonuses

Incentives/Bonuses 4 3 2 1 WM SD I
SA A D SD
1. It improves teacher’s performance and engagement 11 52 5 0 3.09 0.48 A
with students.
2. It increase teachers’ productivity 12 50 6 0 3.09 0.51 A
3. There is equity and consistency in the compensation 11 55 2 0 3.13 0.42 A
structure
4. It enables the school to attract more able teachers 8 52 7 1 2.99 0.53 A
5. Performance-based rewards improve the 16 49 3 0 3.19 0.50 A
governance of schools by increasing the efficiency of
resource allocation
6. Performance-based rewards increase collegiality 18 48 2 0 3.24 0.49 A
between teachers and administrators
7. Performance-based schemes increase political and 10 54 4 0 3.09 0.45 A
public support of education system
8. Performance-based rewards improve the students’ 12 53 2 1 3.12 0.50 A
performance
9. Performance-based rewards improve the 12 52 4 0 3.12 0.47 A
performance of the school.
10. Performance-based rewards help the school to 16 50 2 0 3.21 0.48 A
attain its goals.

AWM 3.13 0.30 A

Table 9 presents the perception on RPMS of selected teachers in terms of

incentive/bonuses. The statement no. 6 got the highest weighted mean of 3.24 that lies on
the scale of agree while state no. 4 is the lowest weighted mean of 2.99 that lies on the

scale of agree.

Generally, table 9 has an average weighted mean of 3.13 that lies on the scale of

“agree”.

According to Tomlinson as cited in Gatere (2015) the teacher who are not

motivated by financial rewards can be encouraged with non-fictional rewards. These

rewards can include satisfaction from high student achievement, recognition, influence,

new learning skills, and personal growth. Therefore, a performance-based pay system is a

means of providing commitment by introducing clear goals to the whole school

Table 10. Weighted mean Distribution of the Teachers on RPMS in terms of

Commitment of teachers

Commitment of teachers 4 3 2 1 WM I SD
SA A D SD
1.I am proud to tell others that I am part of this school 27 41 0 0 3.40 0.49 SA
2.I think that I could easily become as attached to 23 44 1 0 3.32 0.50 SA
another organization as I am to this one
3. I enjoy working with this schools 30 36 2 0 3.41 0.55 SA
4.I am glad that I choose this school to work for 26 41 1 0 3.37 0.52 SA
5.I cannot quit this job because I have to support my 20 46 1 1 3.25 0.56 SA
family
6.It would be very hard for me to leave my school right 21 46 0 1 3.28 0.54 SA
now, even if I wanted to
7.I consider it my commitment to work for the same 21 44 3 0 3.26 0.54 SA
school until I retire
8.Iwas taught to believe in the value of remaining loyal 20 43 4 1 3.21 0.61 A
to one school
9.I would like lifetime with this school 9 40 15 4 2.79 0.74 A
10.If I got another offer for a better job elsewhere, I 9 55 2 2 3.04 0.53 A
would not feel it was right to leave my school

AWM 3.23 0.36 A

Table 10 shows the perception on RPMS of selected teachers in terms of

commitment on their job. The statement no. 3 got the highest weighted mean of 3.42 that
lies on the scale of strongly agree while state no. 9 is the lowest weighted mean of 2.79 that

lies on the scale of agree.

Generally, table 10 has an average weighted mean of 3.23 that lies on the scale of

“agree”.

The teaching profession requires commitment. An effective educator needs to be

committed not only to their students, but to the teaching profession. This means abiding by

the rules and regulations, embracing the principles of the teaching profession, as well as the

requirements. Vaillancourt, (2015)

Table 11. Test of Significant Difference on the responses of Perception on RPMS and
Commitment of Teacher

Perception on
Std. level of
RPMS and Mea t- p- decisio
Gender N Deviati significa
Commitment n computed value n
on nce
of Teacher

Teacher Male 30 3.19 0.26 Not

performance Female -.254 .050 .800 Signifi
38 3.21 0.29 cant
IRR Male 30 3.39 0.36 Signifi
2.538 .050 .014
Female 38 3.19 0.31 cant
Incentives/ Male 30 3.07 0.34 not
bonuses Female -1.363 .050 .177 Signifi
38 3.17 0.26 cant
Commitment Male 30 3.34 0.41 Signifi
2.250 .050 .028
Female cant
38 3.15 0.28

Table 11 illustrates the test of significant difference between the male and female of

Teacher Performance, IRR, Incentives/Bonuses and Commitment.

Based on the table above, in teacher performance the mean response of the male is

3.19 with a description of Agree and the female is 3.21 and also Agree, on IRR, male is
3.39 with the description of Strongly agree while female is 3.19 that lies on Agree,

Incentives/Bonuses, male is 3.07 with the description of Agree and female is 3.17 that also

with the description of Agree and last is Commitment, male is 3.34 with the description of

Strongly Agree while female is 3.15 with the description of Agree. Therefore, if p<0.05,

reject the null hypothesis, while if p>0.05, accept. there is a significant difference on the

responses of the teachers on Implementation of IRR and also on their commitment with

respect to their gender while non-significance on Teacher's performance and receiving

incentive and bonuses. the result imply that male teachers are most likely to strongly agree

about advantages of the implementation of RPMS than female respondents, moreover,

Male teachers are more committed than female respondents.

Chapter V

SUMMARY, CONCLUSION, RECOMMENDATIONS

 This chapter presents the Summary, Conclusion, and Recommendations of the

study; it is based on the data under investigation. The data are presented to give

information and clarity to the discussion.

Summary

This study found out the Commitment of Selected Teachers of Polillo District on

Results-Based Performance Management System. Also, it determined the demographic

profile of the respondents in terms of age, gender, grade handled, school, position, years in

service. It determined the commitment of teachers. It found out the perception of the

teachers on RPMS. It also found out the significant difference on the perception of teacher

on Results-based Performance Management System (RPMS) of male and female

respondent.

The researcher used a descriptive type of research wherein analysis of data will be

done. In addition, the researcher used adopted questionnaire from Villamater (2015) which

were answered by selected teachers. The respondents were composed of 68 selected

teachers from Polillo District.

Findings

1. To determine the demographic profile of the selected teachers in terms of:

Age, Generally, 50-59 years old has 4.41 percent it is the lowest percentage and the

dominant is 30-39 years old with the percentage of 50.00 percent.

Gender, as a result, it shows that the lowest percentage is 1.47% from kinder while the

dominant is 23.53% from grade 5.

 School, Therefore, the Northern school has the highest percentage of 58.82% and the

lowest is Polillo Central Elementary School with the percentage of 10.29%.

Position, Therefore, teacher 1 has the highest percentage of 57.35% and the lowest is 13

with the percentage of 19.12%.

Years in service, as a result, it shows that the lowest percentage is 2.94% from 26-36

years while the dominant is 28.53% from 6-10 years.

2. To determine the Perception on Results-Based performance Management system of

selected Teachers of Polillo District:

Implementing Rules and Regulations, Generally, table 7 has an average weighted mean

of 3.28 that lies on the scale of “strongly agree”.

Teachers Performance, Generally, table 8 has an average weighted mean of 3.20 that lies

on the scale of “agree”.

Incentive/Bonuses, Generally, table 9 has an average weighted mean of 3.13 that lies on

the scale of “agree”.

Commitment of Teachers, Generally, table 10 has an average weighted mean of 3.23

that lies on the scale of “agree”.

3. Significant Difference on the responses of Perception on RPMS and Commitment of

Teacher

Based on the table above, in teacher performance the mean response of the male is

3.19 with a description of Agree and the female is 3.21 and also Agree, on IRR, male is

3.39 with the description of Strongly agree while female is 3.19 that lies on Agree,

Incentives/Bonuses, male is 3.07 with the description of Agree and female is 3.17 that also

with the description of Agree and last is Commitment, male is 3.34 with the description of

Strongly Agree while female is 3.15 with the description of Agree. Therefore, if p<0.05,
reject the null hypothesis, while if p>0.05, accept. there is a significant difference on the

responses of the teachers on Implementation of IRR and also on their commitment with

respect to their gender while non-significance on Teacher's performance and receiving

incentive and bonuses. the result imply that male teachers are most likely to strongly agree

about advantages of the implementation of RPMS than female respondents, moreover,

Male teachers are more committed than female respondents.

Conclusion

Based on the findings, the researcher concluded that the respondents have different

perception about Results-based Performance Management System. Some of the

respondents are more Committed on their teaching profession than the others.

Majority of the respondents are 30-39 years old. Also most of the respondents are

female. All of the male respondents are more committed than female respondents.

There is a significant difference on the perception of teacher on Results-based

Performance Management System (RPMS) of male and female respondent.

Recommendations

In line with the conclusion above, below are the following recommendations for the

Results-Based Performance Management System and Commitment Selected Teachers of

Polillo District.

For the Administrator they must monitor the performance their teachers to come up

in a better technical assistance (TA) if necessary.

 They must monitor also the level of commitment of their teachers in their job to

enhance more the teaching-learning process.

The Teacher must be aware on the Result based Performance management system

and discuss it firmly. Also support their resources in obtaining teaching performance pay.
 REFERENCES
CITED

Bashir, H., Alias, M., and Halizah, A. (2017). Students’ Perceptions of their Teachers,

Performance in Teaching Engineering Drawing in Nigerian Tertiary Institutions

Dizon, A.D. et al. (2018). – Level of implementation of implementation of results-based

performance management system in the department of education division of Gapan city,

Philippines. International journal of research – Grandthaalayah, 6(1), 484-503

https://doi.org/10.29121/granthaalayah.v6.i1.2018.1658

Kalsoom, T. (2017) - Teachers’ Perception Regarding Effect of Reward System on

Teachers’ Performance at Elementary Level, Bulletin of Education and Research, 2017-

Aug. Eric.Ed.Gov. https://eric.ed.gov/?id=EJ1210119

Gayomale-Sala, M. (2020). Motivational Factors in Relation to Teachers’ Performance.

Www.Researchgate.Net.https://www.researchgate.net/profile/Sheena-Mae-Comighud/

publication/341764526_Motivational_Factors_in_Relation_to_Teachers’_Performance/

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Management System in Public Elementary Schools. Management Research Journal, 10(1),

13-23. https://doi.org/10.37134/mrj.vol10.1.2.2021

SUELTO-CORDOVILLA, R. V., & ORTEGA-DELA CRUZ, R. (2021). Performance-

Based Bonus on the Efficacy of Public School Teachers in the Philippines. Erzincan

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Suharningsih&Murtedjo.(2017) .Role of organizational culture on the Performance

Primary School teachers

APPENDICES
 Appendix A
Letter for Validation of Questionnaire
Republic of the Philippines
Southern Luzon State University
Polillo Campus

March 30, 2019

Renante Verzo
Principal
Burdeos Elementary School
Burdeos, Quezon

Respected Sir,

Good Day!

The undersigned is currently a third year student of Southern Luzon State

University, Polillo-Campus taking up Bachelor in Elementary Education. He is currently
enrolled on research paper writing (Res02). In connection with her research entitle
“PERCEPTION ON RESULTS-BASED PERFORMANCE MANAGEMENT
SYSTEM AND COMMITMENT OF SELECTED TEACHERS OF POLILLO
DISTRICT” He would like to seek approval that his questionnaire be administered in your
school for validation.

The researcher is looking forward for your positive response to this request. Your
approval regarding this matter will be highly appreciated.

Thank you very much and God Bless!

Respectfully yours,

Dexter H,Morcilla
Research Student
Noted by:

Prof. Fidel J, Lasconia

Research adviser (Res02)
 Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

POLILLO CAMPUS

Polillo, Quezon

OFELIA C. CASTILLO
Principal
Polillo Central Elementary School

Sir/Ma’am,

Good Day Ma’am!

The undersigned is a third year student of Southern Luzon State University Polillo Campus taking
Bachelor of Elementary Education. He is on his research entitled “PERCEPTION ON RESULTS
BASED PERFORMANCE MANAGEMENT SYSTEM AND COMMITMENT OF
SELECTED ELEMENTARY TEACHERS OF POLILLO DISTRICT.

In connection with this, I am asking for your favorable participation in answering the attached
questionnaire from which essential findings shall be derived and interpreted.

Your cooperation will be highly appreciated and it will serve as the key for the success of the said
study.

Thank you so much.

Respectfully yours,

_______________________
DEXTER H. MORCILLA
Researcher

Noted by: Approved by:

______________________ ______________________
PROF. FIDEL J. LASCONIA OFELIA C. CASTILLO
Research Adviser Principal
 PERCEPTION ON RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
AND COMMITMENT OF TEACHERS OF

POLILLO DISTRICT

QUESTIONARE

I - Demographic profile
Name: ____________________________
Directions: Please fill in the necessary information by providing a check (/) mark on the
item that applies to you

A. personal profile
Age: _______________________________
Gender: ____________________________
Grade Handled: ______________________

B. Professional profile
School: __________________________ __
Position: ___________________________
Years in service: _____________________
II- Perception on RPMS of selected teacher of Polillo District.
4. Strongly agree 2. Disagree
3. Agree 1. Strongly Disagree

Teacher Performance 4 3 2 1

1. The current teacher performance pay plan is fair in how it

distributes performance pay awards

2. The current teacher performance pay plan is aligned with

school goals in how it rewards performance

3.My individual performance as an educator has a significant

influence on whether or not I earn teacher performance pay

4.I have adequate resources (i.e. materials, supplies) to

support my efforts in obtaining teaching performance pay

5.I have adequate administrative assistance to support my

efforts in obtaining teacher performance pay

6.My chance of receiving teacher performance pay is the same

as any other teacher

7.Teacher performance pay provides an incentive for me to

work harder toward improving student achievement

8.Teachers performance pay encourages me to participate in

staff development to improve my skills as an educator

9.Increasing the size of the teacher performance pay bonus

would increase my motivation to improve student
achievement
10.I work longer hours as a result of the implementation of
teacher performance
2.2 To determine the perception on of the teachers on RPMS in terms of
Incentives/bonuses.

Implementing Rules and Regulation Guidelines 4 3 2 1

1. I am aware on the implementing rules and regulation of

RPMS.

2. The RPMS rules and regulations are properly implemented.

3. RPMS evaluate the performance of DepEd officials and

employees, personnel under contract/job order, and LGU-
funded employees.

4. RPMS are with legal basis and ordered by the department.

5. RPMS should be used only as an appraisal tool which shall

be basis for training and development.

6. RPMS motivated and stimulated the employee.

7. RPMS support the realization of the vision/mission of

Department of Education.

8. RPMS provide feedback on employee’s work, progress and

accomplishments.

9. RPMS provides verifiable basis for rating and ranking the

performance.

10. RPMS dictate rate’s own commitments that will measure

his/her performance.
Incentives/Bonuses 4 3 2 1

1. It improves teacher’s performance and engagement with

students.

2. It increase teachers productivity

3. There is equity and consistency in the compensation

structure

4. It enables the school to attract more able teachers

5. Performance-based rewards improve the governance of

schools by increasing the efficiency of resource allocation

6. Performance-based rewards increase collegiality between

teachers and administrators

7. Performance-based schemes increase political and public

support of education system

8. Performance-based rewards improve the students’

performance

9. Performance-based rewards improve the performance of the

school.

10. Performance-based rewards help the school to attain its

goals.
III – To determine the commitment of teachers on their current job description/status.

Commitment of teachers 4 3 2 1

1.I am proud to tell others that I am part of this school

2.I think that I could easily become as attached to another

organization as I am to this one

3. I enjoy working with this schools

4.I am glad that I choose this school to work for

5.I cannot quit this job because I have to support my family

6.It would be very hard for me to leave my school right now,

even if I wanted to

7.I consider it my commitment to work for the same school

until I retire

8.Iwas taught to believe in the value of remaining loyal to one

school

9.I would like lifetime with this school

10.If I got another offer for a better job elsewhere I would not
feel it was right to leave my school