Montano Ricky Thesismanuscript1

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES i
RELATIONSHIP BETWEEN JUNIOR HS TEACHERS’ SCORES ON

THE RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM
(RPMS) AND STUDENT ACADEMIC ACHIEVEMENT: BASIS
FOR TEACHER’S DEVELOPMENT PLANS
A Thesis Proposal
Presented to the Faculty of the Graduate School
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfilment of the Requirements for the Degree

Master in Education Management
by
Ricky C. Montano
May 2020
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES ii
CERTIFICATION
This thesis, RELATIONSHIP BETWEEN JUNIOR HS TEACHERS’ SCORES

ON THE RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
AND STUDENT ACADEMIC ACHIEVEMENT: BASIS FOR TEACHER’S
DEVELOPMENT PLANS prepared and submitted by RICKY C. MONTANO in partial
fulfilment of the requirements for the degree, MASTER’S IN EDUCATION
MANAGEMENT has been examined and recommended for Oral Examination.
Evaluation Committee
CARMENCITA L. CASTOLO, DEM

Adviser
DENNIS O. DOMRIQUE, DEM JACKIE D. URRUTIA, Ph,D

Member Member
_______________________________________________________________
APPROVAL
Approved by the Panel on Oral Examination on ______________ with the grade of___
MINNA L. COMUYOG ,DEM

Chair
CARMENCITA L. CASTOLO, DEM DENNIS O. DOMRIQUE, DEM

Member Member
JACKIE D. URRUTIA, Ph,D

Member
Accepted in partial fulfilment of the requirements for the degree of Master’s in Education
Management (MEM)
MINNA L. COMUYOG ,DEM

Dean
Date of passing the comprehensive examination________________
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES iii
ACKNOWLEDGEMENT
First and foremost, thanks and praises to the God Almighty, for His shower of
blessings to successfully complete this thesis study.
The researcher would like to express his deepest and sincere gratitude to Dr.
Carmencita Castolo Ph.D for her invaluable guidance as the research adviser. Her
dynamism, vision, sincerity, and motivation greatly inspired the researcher.
To Mr. Jacky Boy E. Atienza, Assistant Professor II, College of Science, for his
brilliant statistical ideas that helped the researcher in dealing with the methodology of the
entire study to carry out clear and accurate research results.
Gratefulness goes as well to the Schools Division Office of Mandaluyong City

through Dr. Romela M. Cruz, CESE, OIC Schools Division Superintendent, for approving
the request to conduct the study, to the Junior High School teachers and students’
respondents of Addition Hills Integrated School (AHIS), Andres Bonifacio Integrated
School (ABIS), Highway Hills Integrated School (HHIS) and Jose Fabella Memorial
School (JFMS) for allowing the researcher to conduct the study and to collect the data
needed.
Acknowledgement and gratitude also to all my colleagues who always been

supportive throughout this endeavor, for sharing their time and expressing supports and
encouragement, your affection, gestures are truly appreciated.
To the very supportive, appreciative Family of the researcher, much love, gratitude,
and affection are extended for the thoughtfulness and support accorded to the researcher.
To everyone else whose encouragement, trust and support, the researcher owes
them tremendously for the success of this study. With grateful heart, the researcher extends
to them most sincere THANK YOU.
The researcher,
R.CM
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES iv
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis, RELATIONSHIP BETWEEN
JUNIOR HS TEACHERS’ SCORES ON THE RESULT-BASED PERFORMANCE
MANAGEMENT SYSTEM (RPMS) AND STUDENT ACADEMIC ACHIEVEMENT: BASIS
FOR TEACHER’S DEVELOPMENT PLANS for the degree, Masters in Educational
Management at Polytechnic University of the Philippines embodies the result of original and
scholarly work caried out by the undersigned. This thesis does not contain words or ideas
taken from published sources or written works that have been accepted as basis for the
award of a degree from any other higher education institution, except where proper
referencing and acknowledgement were made.
RICKY C. MONTANO
Researcher
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES v
ABSTRACT
Title : RELATIONSHIP BETWEEN JUNIOR HS TEACHERS’ SCORES

ON THE RESULT-BASED PERFORMANCE MANAGEMENT
SYSTEM (RPMS) AND STUDENT ACADEMIC ACHIEVEMENT:
BASIS FOR TEACHER’S DEVELOPMENT PLANS
Researcher : Ricky C. Montano
Degree : Master’s in Education Management
Institution : Polytechnic University of the Philippines
Year : 2021
Adviser : Dr. Carmencita L. Castolo
The main problem of this study is to find out whether there is a significant
relationship between JHS teachers’ scores on RPMS and student academic achievement.
Respondents were selected through random sampling technique, for the sample size
Cochran’s Sample size formula were utilized, 96 teacher respondents and 96 students were
selected from the integrated schools of the 2 nd district of schools division office of
Mandaluyong, City.
Study revealed that teacher respondents obtained very satisfactory grand mean
scores on the following g KRAs of RPMS; (1) Content Knowledge and Pedagogy 4.36 VS,
(2) Learning Environment and Diversity of Learners 4.23 VS, (3) Curriculum and Planning
4.07 VS, (4) Assessment and Reporting 3.89 VS, while the student academic achievement
revealed general average of 89.93 which means an outstanding academic achievement.
Although the results of teachers scores and academic achievement of the students
have positive implication, the correlation results of the study revealed that the overall
teachers’ RPMS rating was -0.013 which means Very Weak and Inverse Correlation while
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES vi
the p-value result was 0.903 which means Not Significant. The study revealed that there is
not enough evidence to show that there is a significant relationship between teacher’s
overall observation and student achievement based on Content knowledge and pedagogy,
Learning environment and Diversity of Learners, Curriculum and planning and the
Assessment and Reporting. Moreover, the department needs to promote training and
programs that will enhance teachers’ skills on the different assessment and evaluation
strategies of attainment data to support learner progress and achievement.
Keywords: academic achievement, curriculum, diversity, environment, learners,

pedagogy,
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES vii
TABLE OF CONTENTS
Page
Title Page i
Certification and Approval Sheet ii
Acknowledgments iii
Certification of Originality iv
Abstract v
Table of Contents vii
List of Tables xi
List of Figures xii
1 The Problem and Its Setting
Introduction 1
Theoretical Framework 4
Conceptual Framework 8
Statement of the problem 9
Hypothesis 9
Scope and Limitations of the study 10
Significance of the study 10
Definition of Terms 11
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES viii
2 Review of Related Literature and Studies
The Result-Based Performance Management System 15
Teaching Learning Process, Content Knowledge and
Pedagogy 19
Learning Environment and Diversity of Learners 22
Curriculum and Planning 26
Assessment and Reporting 32
Student Academic Achievement 34
Relationship between teacher Observation score
and Students’ Achievement 36
Teacher Evaluations Promoting Student Growth
and Achievement 41
DepEd RPMS 41
Effective Coaching and performance Feedback 43
Impact of result-based performance management system
on the teachers’ attitude 44
Synthesis of the Reviewed Literature and Studies 46
3. Methodology
Method of research 49
Population, Sample Size, and Sampling Technique 51
Research Instrument 52
Data -Gathering Procedure 52

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES ix
Statistical Treatment of Data 53
4. Result and Discussion
Teachers’ Observation Scores on Content
Knowledge and Pedagogy 55
Teachers’ Observation Scores on Learning
Environment and Diversity of Learners 57
Teachers’ Observation Scores on Curriculum
And Planning 58
Teachers’ Observation Scores on Assessment
and Reporting 60
Student Academic Achievement 61
Significant Relationship between Teachers’
Observation Scores in the RPMS and 62
Student Achievement
5. Summary of Findings, Conclusions, and Recommendation
Summary of findings 66
Conclusions 67
Recommendations 69
6. References 73
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES x
7. Appendices
Appendix 1: The Philippine Professional Standards for
Teachers (PPST) 79
Appendix 2: The 7 Domains Collectively Comprise 37 Strand
That Refer to more Specific Dimensions of Teachers Practices 84
Appendix 3: The Result-based Performance Management
System Form 87
Appendix 4: The Result- based Performance Management
System Means of Verifications (MOVs) and Performance
Indicators 91
Appendix 5: The Research Instruments
A. RPMS Rating tool for Teachers 97
B. DepEd School form 5 for the Academic Achievement of the students 102
Appendix 6: Approve Letter from the School Superintendent
Appendix 7: Letter to the Respondents
8. Biographical Statement 103

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES xi
LIST OF TABLES
Number Tile Page
1 Distribution of the Population and Sample 51
2 Teachers’ Observation Score on Content Knowledge

and Pedagogy 55
3 Teachers’ observation score on Learning Environment

and diversity of learners 57
4 Teachers’ observation score on Curriculum and
planning 58
5 Teachers’ observation scores on the Assessment and
Reporting 60
6 Academic Achievement of the students 61
7 Significant relationship between teachers’ observation
Scores in the RPMS and students Academic
Achievement 62
8 Teacher’s Development Plan 71

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES xii
LIST OF FIGURES
Number Title Page
1 Flow of SPMS 6
2 Relationship of dependent and independent
variables of the study 8
3 The Four phases of RPMS Framework 42
4 The four steps process of effective coaching 43

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Everyone can be a teacher, who can teach and transpire knowledge, but to
be an effective teacher is a different definition, and there were just only some who
are qualified. Indeed, teacher’s role in changing lives of every learners are notable
they did not only teach lessons everyday, but they play essential part in every
learner in achieving their dreams. Teachers nowadays play a vital role in raising the
quality of education and uplifting the morale of the department especially when it
comes to teaching and learning process. Apparently, teachers nowadays are proving
themselves to become more efficient and effective teachers by engaging into various
continuous learning and by acquiring new strategies through seminars and
workshops, however, it is under the responsibility of the administrators to recognize
which teachers really are effective when it come 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.
Construction of new Teacher’s Performance evaluating performance tool
could enable teachers to be more productive and systematic in their profession.
According to Eric S. Tylor and John H. Tayler (2020). The modernization of teacher
evaluation systems, an increasingly common component of school reform efforts,
promises to reveal new, systematic information about the performance of individual
classroom teachers. However, with the availability of this different performance

evaluating tools it must be properly addressed or cascaded to teachers so teachers
must be aware as to how are they being evaluated.
As coined from Nichols and Cormack (2017), school leaders have a
responsibility to manage staff and employee performance with reference to
standards. Although performance management has been critiqued as a technique of
neoliberal regulation (Liew, 2012), it can also motivate leaders to support the
development of teachers from proficiency to leadership. Toward this end, supporting
teachers in undertaking inquiry may provide leaders with evidence of their
sustainability for leadership, while also providing a means to address school
improvement goals. The performance management demonstrate how well the
employees are performing and creating value through the discharge of their mission
or mandate. No longer are stakeholders interested in what has been accomplished
but on how these achievements have made an impact on their lives. In this regard,
the researcher opted to investigate the teacher’s performance through their RPMS
and their student achievements.
Indeed, the importance of performance management system is realized by
improving employee performance which redounds to organizational performance.
Thus, improving employee performance by using performance management system
is a way to improve corporate performance. In an organization especially like
Department Education (DepEd), the Performance management is important It gives
assurance that all employees are working hard towards a common goal. It also
serves as a work motivation among employees for they are able to assess
themselves as to how they are performing in their respective tasks and what the
organization expecting from them.
Based on 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 DepEd is a government agency in the Philippines
responsible for ensuring access to, promote equity in, and improving the quality of
basic education is now contextualizing and using the RPMS for both teaching and
non-teaching staff. According to the same agency, the RPMS is an organization-
wide process to ensure that teachers give focus on their work towards the
achievement of DepEd mission, vision and values. It is an approach or strategy for
continuous individual and professional development. It is with hope that through the
implementation of RPMS the work culture, performance and accountability of every
employee will be developed to deliver excellent service paving with commitments in
achieving goals.
Given the implementation of the Performance RPMS still, there is a doubt on
its effectiveness considering the length of years since it was being implemented, and
so therefore it is important that this research was conducted to give concreate ideas
and analyze the teacher’s observation score obtained in RPMS: Its relationship to
the student achievement.
Given the implementation of the Performance RPMS still, there is a doubt on
its effectiveness when it comes to teachers’ performance and the students’
academic achievements.
Numerous sources confirmed the existence of a relationship between teacher
performance and student achievement. What about the relationship of RPMS to the
students learning? There is a big question as to whether or not the tool being used
nowadays in the evaluation of the teacher performance which is the RPMS is directly
relating to the academic performance of the students. Hence, this study tries to fill in
such research gap. This study has been conducted to determine the relationship of
the Junior high school teachers scores on the Result based Management System
(RPMS) and the Students’ academic achievement. Furthermore, this study would
aim to serve as a guide to form the teachers’ Development plan.
Theoretical Framework
A theory explains and predicts the given facts of the study thus, it may
question and expound knowledge within the set assumptions. Some theories helped
the researcher to expound the idea of this study and cite some related articles to
which this research is related. This Study was anchored on the concept of Strategic
Performance management System (SPMS).
What is the legal basis, flow and cycle of SPMS? The SPMS is based on the
mandate of CSC, as stipulated in the Constitution, which is to adopt measures to
promote efficiency in the civil service (Section 3, Art. IX-B, Phil. Const.). The
implementation of the SPMS is pursuant to CSC Memorandum Circular No. 06, s.
2012 and CSC Resolution No. 1200481, promulgated on March 16, 2012. This shall
set the institution’s internal policies and procedures in the implementation of SPMS
in the educational institution. It shall serve as a foundation for achieving the goal of
increased employee achievement and more productive performance. The SPMS is a
performance-based evaluation and a new way of managing performance in the
university. It serves as an evaluation strategy for assessing unit performance or the
collective performance of individuals within the smallest operating unit of the
educational institution. To enhance objectivity of individual performance evaluations,
the management established a mechanism of setting standards to align individual
objectives to agency objectives. The SPMS applies to output producing units and
measures the collective performance of an office focusing on outputs with the use of
a standard unit of measure. This allows comparison of performance across offices or
functions, and would take into account the productivity and efficiency of individuals
and operational units.
Through the SPMS, the educational institution addresses the demand to
produce tangible results that will indicate the level of performance of units minimizing
subjective factors. Every accomplishment is given due credit through the provision of
a more objective measurement. This is then done through setting uniform standards
for common outputs and translating different targets into one unit of measure. The
results of such measures facilitate comparison of outputs, allowing the management
to look at relative efficiencies of units under them and determine appropriate actions
that will give an indication of the overall performance of the unit. The requirements
for the SPMS support the demand for highly effective employees. The performance-
based evaluation system holds all employees accountable for increased clientele’s
satisfaction. It is based upon the proposition that consideration of performance

outcomes must be a meaningful part of the evaluation process. It is also based upon
the proposition that continued employee development is important and that all
employees must be provided effective means to help improve their performance
(Strategic Performance Management System, Benguet State University, 2013).
The RPMS is being implemented in consonance with the Civil Service
Commission’s (CSC) Strategic Performance Management System (SPMS). It follows
the four-phase cycle of SPMS prescribed in CSC Memorandum Circular No. 6, s.
2012 and aims to ensure that both teaching and non-teaching personnel focus work
efforts toward achieving the Department’s vision, mission, values, and strategic
priorities. As stipulated in DepEd Order No. 2, s. 2015 (Guidelines on the
Establishment and Implementation of RPMS in DepEd), RPMS is a systemic
mechanism to manage, monitor and measure performance, and identify human
resource and organizational development needs to enable continuous work
improvement and individual growth (www.deped.gov.ph/2018).
Figure 1 Flow of SPMS

SPMS is designed to align individual actions to the organizational strategy, it
has information system both financial and non-financial measures. (Rapiah, M et al.,
2014). It is a mechanism that connects the performance of the employee with
organizational performance to better assess whether they achieve the objectives set
by the organization.
The Department Education Result-based performance Management System
(RPMS) was also based on the SPMS, thus it has four phases such as the
performance, planning and commitment, Performance Monitoring and coaching,
Performance, Review and evaluation and Performance Rewarding and development
planning.
Parametric and Non-parametric
Moreover, the researcher also considered parametric and non-parametric
procedures. Parametric statistical procedures are inferential procedures that rely on
testing claims regarding parameters such as the population mean, the population
standard deviation, or the population proportion. In some circumstances, the use of
parametric procedures requires that certain requirements regarding the distribution
of the population, such as normality, be satisfied.
Nonparametric statistical procedures are inferential procedures that are not
based on parameters, which require fewer requirements be satisfied to perform the
tests. They do not require that the population follow a specific type of distribution
(such as the normal distribution) and, therefore, are often referred to as distribution-
free procedures.
So parametric procedures are based on the underlying probability distribution
of the population and its parameters, while nonparametric procedures are not based
on an underlying probability distribution.
Typically, a test with more requirements has stronger results. So, if the
requirements to perform parametric statistical procedures are satisfied, these tests
should be used because the results will be more powerful and efficient.
Nonparametric statistical procedures should be used if the requirements are not
satisfied. Do not use nonparametric procedures if parametric procedures can be
used.
Conceptual Framework
Figure 2. Relationship of independent and dependent variables
Independent Dependent
Variable Variable
Overall scores
of Junior High Student
School Academic
teacher on the Achievement
RPMS
This study used the Independent Variable and Dependent Variable
interrelationship research paradigm. Figure 1 shows the relationship of the two
identified variables such as the independent variable which is the over-all scores of
JHS teachers and the dependent variable which is said to be the Student academic
achievement.
Statement of the problem
This study aimed to analyzed and examined the relationship between
the teacher’s score on RPMS and the student achievements. Moreover, this study
will attempt to answer questions such as:
1. What are the teacher’s observation scores in terms of the following
Key Result Areas:
1.1 Content Knowledge and Pedagogy
1.2 Learning Environments and Diversity of the learners
1.3 Curriculum and planning
1.4 Assessment and reporting
2. What is the academic achievement of the students?
3. Is there any significant relationship between teacher’s overall
observation scores and student Achievement?
Hypothesis
This study is based on the hypothesis that there is significant relationship
between teacher’s observation scores on RPMS and student achievement.

Scope and Limitations of the study
The venue of the study were the integrated schools in the Schools Division
Office of Mandaluyong, National Capital Region (NCR). The study will be conducted
on the second quarter of the school year 2020-2021.
This study was concerned on the relationship between teacher’s observation
scores on RPMS and student achievement. The data that were be collected based
on the scores obtained by the teacher respondents through their RPMS. Likewise,
performances such as the academic achievements of the student respondents were
collected also. This study implied random selection of the respondents to adequately
fit the methods. All other aspects not included were beyond the scope of this study.
Significance of the study
The researcher would intend to provide useful insights regarding the
relationship of JHS teachers scores on RPMS and the student Academic
Achievement.
This study is deemed significant because the outcomes could be utilized as
feedback to different people in the educational community as discussed hereunder:
Curriculum Planners. The result of this study will contribute in planning for a
more innovative and comprehensive curriculum that will benefit all the school
stakeholders especially in implementing programs for the professional growth of
teachers.
Future researchers. A more comprehensive results of this study will be
served as a future reference for a study that is related or similar. Future researchers
from other school divisions are expected.
Policy Maker of the Department of Education (DepEd). The results of this
study will guide policy makers of the department of Education in making reliable and
flexible policies in improving the nature of teachers’ instructional practices in relation
to curriculum planning and to promote professionalism among teachers.
School Administrators. School administrators are in-charge in managing the
whole school system, thus the result of this study will equip them on how to assess
qualifications and promotions among teachers.
Teachers. The results of this study will further help the teachers to become
proficient in their practice and professionally independent in the application of skills
vital to the teaching and learning process.
Definition of terms
For better understanding of the study, some terms were herby operationally
defined by the researcher, thus;
Academic Achievements. It refers to the grades in every subject area that
earned by the students after a school year within the scope of this study.
Assessment and Reporting. The fourth KRA it measures how the teachers
evaluate and monitored the learners progress using learner’s attainment data.
Content Knowledge and Pedagogy. First KRA that measures teachers
range in terms of teaching strategies, the curriculum within and across all the
learning areas and how the teacher developed the critical and creative thinking
skills.
Curriculum and Planning. The third KRA it ensures the participation of
teachers on the teaching and learning process to meet the curriculum requirements
and varied teaching contents
KRA. They are referred to the general outputs or outcome that the mandated
or functions of the office and or the individual employee. Teachers were being rated
or evaluated in the RPMS through the following Key Result Areas: Content
Knowledge and Pedagogy; Learning Environments and Diversity of the learners;
Curriculum and planning; and Assessment and Reporting.
MOVs. This gives ratees and raters list of documents that can prove teacher’s
attainment of the set objectives.
Objectives. they are specific tasks in the RPMS that every teacher must be
accomplished for their rating or assessment.
Outstanding performance. Means the Ratee has presented all the MOV
listed under number 5.
Learning Environment and Diversity of Learners. Second KRA which
rates the teachers on how they manage the classroom, how they facilitate learning
process such as discovery and hands-on activities within the range of physical
learning and thus, it measures also how the teacher apply positive discipline among
his or her class.

Master Teachers. Teachers who have graduated in his master’s degree and
excellently perform on his or her teaching profession and have promoted through
Equivalent Ratings or reclass.
Performance Indicators. This part provides the exact quantification of
objectives, which shall serve as the assessment tool that gauges whether
performance is positive or negative. In the RPMS Tools, the performance indicators
provide descriptions of quality and quantity given five performance levels: 5-
Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor.
Plus Factor. The last KRA this measures how the teacher perform other
related tasks that contributed to the teaching and learning process.
Poor performance. Means that the Ratee has not presented any of the
acceptable MOV.
Principal. The administrator or the head of the school and in-charge in
evaluating teacher’s performance.
Pupils, students, or learners. Means the persons or a child who regularly
attends classes in any level of the basic education system, under the supervision of
a teacher or facilitator.
RPMS. Tool used to measure or evaluate the performance of every teacher.
An assessment instrument that pertains to the different teaching position. It contains
different KRA that each teacher must accomplished. The RPMS also shows the
teacher’s overall observation scores.
Satisfactory performance. Means that the Ratee has presented the required
MOV listed under number 3.

School Personnel. Means the persons singly, collectively working in a public
or private school and as classified as follow.
Student achievement. this refers to the academic achievements of students
through the teaching learning process.
Teacher I. The entry level of teacher’s position in a public school. Mostly
these are newly hired teachers and teachers who have not promoted yet.
Teacher II. Teacher who have at least eighteen units in his or her master’s
degree and have promoted through Equivalent Ratings or reclass.
Teacher III. Teacher who have at least 36 units or graduated from his or her
master’s degree and have promoted through Equivalent Ratings or reclass.
Unsatisfactory performance. Means that the Ratee has presented any of
the given MOV.
Very Satisfactory performance. Means that the Ratee has presented the
required MOV.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This second chapter contained recent scholarly materials from year (2010 to
2021 or present) both local and foreign which aims to discuss published information
about teacher’s performance, RPMS and the student achievements. The sequence
is arranged based on the research questions in the first chapter.
Results-based Performance Management System (RPMS)
The Results-based Performance Management System (RPMS) of DepED
supports the Vision, Mission, and Values of the agency as it continuously endeavors
to evolve as a learner-centered public institution. The RPMS is on HROD
intervention that will help ensure the strategic, responsive, and effective delivery of
Human Resources Management and Development (HRMD) services of all levels of
DepEd so that it can effectively implement a learner centered, school-based
management system and the K to 12 strategies to improve the quality of education
in public schools.
Performance Management is an organization-wide process to ensure that
employees focus work efforts towards achieving DepEd’s Vision, Mission, and
Values (VMV). Performance Management is a systematic approach for continuous
and consistent work improvement and individual growth. The objectives of the
Results-based Performance Management System (RPMS) is to align individual roles
and targets with DepEd’s direction, track accomplishments against objectives to

determine appropriate, corrective actions if needed, provide feedback on employees’
work progress and accomplishments based on clearly defined goals and objectives,
and, a tool for people development.
It is critical that all staff particularly team leaders, are encouraged in the
preparation for the performance management process. It is important that schools
are allowed to implement the performance management process without other
initiatives being ‘dumped’ upon them. There is an initiatives overload in schools. The
performance management process presents a real opportunity to create significant
change within schools: change both in the way they manage staff and handle the
performance management process. Schools must be not only places of learning but
learning organizations where personal development and improvement are
embedded in the culture.
Ultimately, the goal of performance management is to achieve human capital
advantage. People are now recognized as the most important of source competitive
advantage. As opposed to other forms of competitive advantage resulting from
improvements in factors such as design or process the ‘people factors’ is difficult to
replicate, which makes it extremely valuable to organizations.
According to the DfEE, Model Performance Management Policy, (2010), as
cited by Hartle, Everall, and Baker, (2012), if people want to improve school
performance by developing the effectiveness of teachers, both as individuals and
teams. The evidence is that standards rise when schools and individual teacher are
clear about what they expect pupils to achieve. That is why performance
management is important.
This research discusses a promising approach to the question on the
effectiveness and performance of a teachers as reflected in RPMS. Specifically, it
describes the ways it could create effect to the performance of students in the
schools.
As stated by Hartle, Everall, and Baker (2012), performance management
and measurement is an important process to help raise standards. This is where
RPMS comes in. The performance management process to any organization is not
an easy task. Hence, in the DepEd, the performance of employees is not also an
easy thing to do.
Moreover, performance management is a system for receiving and agreeing
priorities within the context of the school development plan. Its purpose can be
characterized in a range of ways. It may be described as pyramid hierarchy of
objectives, for the institution, for the management, and for the teacher. In this sense,
it is the institutional mirror image or target setting for pupils. Its objective is to
improve, the match between the offered and received curriculum. The way it sees
about this is by encouraging schools to support teachers’ work as individuals and in
teams through the process of setting, agreeing, and reviewing school objectives.
Furthermore, Potocan, Ungan, and Nedelko (2017) stated that, a major
component in assessing public elementary schools’ success is its performance
management (PM), is a major administrative mechanism for assessing efficiency
and effectiveness, and for exacting accountability for organizations and individuals
(as cited in Ohemeng and Mc Call-Thomas ,2013). The most common performance
measures are based on standardized test results, despite their widespread use,
standardized tests often focus on the simple aspects of learning and ignore a
realistic problem solving and critical thinking skills that students will need to exercise
(as cited in Favero and Meier, 2013). Research shows that educational stakeholders
value a wide range of outcomes, and not just the academic performance or
educational achievements but also areas such as citizenship, work ethics, and
critical thinking. School systems generally do not cover the full set of academic
outcomes, instead often focusing mainly on reading and mathematics performance
(cited by Figlio and Loeb, 2011).
Tovey, et al, (2015), emphasized that the process of setting and monitoring
measures and objectives for employees, managers and executives, it is a closed
loop process meaning that objectives are constantly reviewed and performance
diaries are maintained by the employee and manager, which detail ongoing
successes and challenge.
In conclusion, the performance management is a process that links teachers
and their respective roles to the success of their pupils and the school, establishing
a shared understanding of what has to be achieved and how’s, and of managing
staff in such a way that it will be achieved and for ensuring that staff are doing the
right things in the most effective way to the best of their ability.
The succeeding paragraphs deals with various sources about the teacher’s
Content Knowledge and Pedagogy, Learning Environments and Diversity of the
learners, Curriculum and planning and Assessment and reporting.

Teaching Learning Process, Content Knowledge and Pedagogy
Aquino (2013) conducted a descriptive-correlational research which aimed to
determine the relationship of adversity quotient, leadership style and performance of
secondary school heads and commitment to organizational values of teachers in the
Province of Tarlac. The following concerns were looked into: the school heads’
adversity quotient, leadership styles and performance, commitment of teachers to
organizational values and the relationship among these variables; the influence of
adversity quotient and leadership style to performance and commitment and; a
model showing the nature of influence of adversity quotient and leadership to
performance and commitment. Questionnaires include the adversity quotient profile,
the Multi Leadership Questionnaire and the Organizational Commitment
Questionnaire. The respondents of the study were the 62 secondary school heads
328 teachers of the Division of Tarlac Province. Descriptive statistics were used
used to interpret the collected data. The Statistical Package for the Social Sciences
(SPSS v. 16) and excel (MS 2010) were used to generate descriptive data. Multiple
Linear Regressions were used in testing the hypotheses. Structural Equation
Modeling (SEM) was employed to establish the validity of the proposed model.
Findings showed that secondary school heads have significantly little control
and influence in adverse situations. Their leadership styles as to transformational
and transactional have the same descriptive level. However, the computed grand
mean for transformational leadership is higher than in the transactional leadership.

In terms of the performance in National Achievement Test (NAT), the overall
computed mean is on the average level. Generally, commitment to school, teaching
work, teaching occupation and work group work of teachers were above average.
Overall level of commitment of teachers to organizational values is relatively high.
Endurance of the school head was significantly and positively related to
idealized influence such as behavior, inspirational motivation. Intellectual stimulation
was significantly and positively related to critical thinking and overall NAT. There
was a significant negative relationship between school heads’ ownership and
teachers’ commitment to work group and overall commitment. Ownership negatively
influenced performance in Mathematics, English, Science and overall NAT. As to
transformational leadership, intellectual stimulation positively influenced
performance in all components of as well as in the overall NAT. In terms of
transactional leadership, reward negatively influenced performance in Mathematics,
Science and overall NAT.
The study of Aquino is related to the present study because it also tried to
investigate the performance of teachers and and its effect to the performance of
students to the different subject areas.
Pinca (2015) describe the profile of the mobile teachers, assess their
competencies, determine the level of their performance and identify the problems
they encountered from 2010-2014 in the Department of Education, Division of
Northern Samar, Philippines. The descriptive evaluative research design was used.
Questionnaires, actual observation, focus-group discussion and interview were
utilized in gathering the data. All mobile teachers during the conduct of the study
served as respondents. Others sources of information were the ALS Education
supervisor, ALS specialist, the District supervisor, barangay officials, learners and
completers.
The performance rating given by the District supervisor was used as the basis
in determining the work performance of the mobile teachers. The mobile teachers
were young adults, majorities were males, educationally qualified but their formal
training were inclined towards the conduct of formal classes. Several mobile
teachers have pursued graduate studies geared towards administration and
supervision. All were passers of the Licensure Examination for Teachers but were
relatively young in service as mobile teachers. They have higher competence in the
conduct of learning sessions, and have very satisfactory work performance. Their
major problems were lack of community-based instructional materials, delayed
release of travel allowance and absence of permanent room during the conduct of
the learning sessions.
The study revealed that, the mobile teachers were young adults, most were
males and their educational orientation is to handle formal classes. Hence, they
lacked sufficient educational background regarding alternative learning system
delivery prior to their appointment as mobile teachers. They learned the intricacies
about their job through the in-service trainings provided to them and during the
conduct of learning sessions. Being young adults afforded them the strength and will
to reach out far-flung barangays in Northern Samar, Philippines. Their profile has
proven that in the field of alternative learning system delivery, male teachers are
preferred over female teachers.

The teachers are highly competent in their job and this implies that they can
help minimize illiteracy in the place where there are only few who can read and
write. However, their competencies are not enough because they have to cater to
thousands of illiterates in the province. The high ratio between the illiterates and the
number of mobile teachers is indeed a challenge to the Alternative Learning System
of education.
Although the teachers have very satisfactory performance, there is much to
be improved. They were found very high on personal attributes and professional
development but low on competence. Commitment is indeed an important
component of the performance of a mobile teacher. Like other professions, mobile
teachers were not spared from having problems as implementers of the Alternative
Learning System delivery.
These problems range from the most basic which is the lack of instructional
materials to being given additional work aside from being a mobile teacher. The
problem on lack of instruction materials is not only true in the alternative system but
also in the formal school system. It can be argued that if the formal school system
lacks the needed books, that deficiency is twice higher in the alternative learning
system. These problems is complicated by the school administrators themselves
who instead of advising the mobile teachers to focus on the conduct of learning
sessions and to organize more mobile classes, their performance is hampered by
additional assignments given by the school head. This just affirms the view that even
school administrators do not regard the alternative learning system equal to the
formal school system.

Learning Environments and Diversity of the learners
In Yuan’s (2017) paper entitled Preparing Teachers for Diversity: A Literature
Review and Implications from Community-Based Teacher Education, the study
reviewed current issues in preparing qualified teachers for increasing diverse
student populations in the U.S. and in other multicultural and multiethnic countries.
Based on the framework of community-based and multicultural teacher education,
this literature review paper analyzed issues and problems existed in the current
curriculum, content, and practicum in traditional teacher education programs in
addressing cultural knowledge and competence of preparing pre-service teachers in
a multicultural society. Drawing from implications from community-based teacher
education, this paper proposed several suggested strategies to reform traditional
teacher education programs to meet the needs from multicultural and multiracial
student populations and instructional context.
This is in consonance with Mule (2010) who enumerated the major
challenges as: educational disparities or achievement gaps in American schools
which often reflect demographics along class, race, ethnicity, and language; a
nearly racially homogenous population of teachers; and a narrow teacher
knowledge base for diversity.
While the emerging body of international research suggests that students’
experiences with diversity impact positively on student learning and their preparation
for entering a diverse workforce and society, no similar research is available in
relation to students in Australian universities. Many of these outcomes, such as
problem-solving, ability to work with others, and appreciation of and respect for
diversity, are attributes that most if not all Australian universities value and work hard
to instill in their graduates. This study explored whether student experiences with
diversity impact on the development of selected graduate attributes and whether this
relationship differs between international and local students at one Group of Eight
(Go8) university. The findings demonstrate that student experiences with diversity
positively impact on problem-solving, ability to work with others, and appreciation of
and respect for diversity. The magnitude of these relationships, however, differs
between international and local students (Densona and Zhang, 2018).
Possi, and Milinga (2017) look into learner diversity in inclusive classrooms
focusing on language of instruction, gender and disability issues, and their
implications for education practices. A qualitative research approach was used to
obtain data addressing the research problem from two inclusive secondary schools
in Dar es Salaam region, Tanzania. A purposive sampling was used to obtain the
schools, and research participants who were teachers and students. Open ended
interviews, classroom observations, and focus group discussions were used in data
collection. The findings have indicated challenges facing teachers in teaching mixed
classes as well as students in such classes; especially those with disability.
However, interactions between girls and boys were generally positive although the
latter dominated in some classroom conversations. It is recommended that all
teachers should be trained on how to handle students with special needs in
particular and acquainted with general knowledge of learner diversity during initial-
teacher training, and further enhanced through continued in-service trainings. Lastly,
it is recommended that another study, using both quantitative and qualitative

approaches, be conducted using a bigger sample involving other types of
participants with special needs; and that parents of children in special needs should
participate in the proposed study.
In an electronic article of The Education Alliance Brown University, (2020).
about Teaching Diverse Learners, teachers are advised to promote students'
language development by simplifying and modifying their language in order to
facilitate comprehension. Skillful teachers tune their speech modifications according
to students' comprehension levels and prior knowledge. Researchers suggest that
teachers should simplify less and less as students improve their understanding.
Language and cultural diversity is enriching the demographic variety in
student population, at the same time, it also challenges teachers’ instructional
methods and effectiveness. More teachers now in schools and in teacher education
programs are likely to have more and more students from diverse ethnic, racial,
linguistic, and cultural groups in their classrooms (Gay, 2010).
Modernizing the schools and classrooms around the so-called inclusive
practices is connected to considerations on diversity. Education reform that shifts
away from the traditional school and classroom learning models could make schools
more inclusive, democratic, and supportive. True modernization of schools should
shift the paradigm of classical education by adopting new learning frameworks that
address both academic and social-emotional learning. This article outlines two such
frameworks: Youth Participatory Action Research (YPAR) and Restorative Practices
(RP). These innovative models promote inclusivity among students by incorporating
social-emotional skills and social justice principle.

Curriculum and Planning
Unquestionably, the teachers are curriculum planners and developers. The
moment when a teacher teaches the subject matter in accordance to the curriculum,
the same is manifested.
According to Bhusal (2015), curriculum development, as a word and a
concept, is an integral part of education systems, used with varying additional
meanings and interpretations. Curriculum can be defined as a sequences or series
of coursework, within a particular area or content focus. The development of
curriculum becomes a value laden process of determining what “should” be taught
within the institutions of schools, given the social, cultural, political, and
environmental influences upon this curriculum development process. Teachers’
participation in curriculum development was the topic of this study.
The montgomeryschoolsmd.org (2021) quoted Shade, Kelly, and Oberg on
suggesting that a culturally responsive instruction is not just good teaching.
References to culturally relevant instruction are a mainstay in the research on
strategies for closing the existing achievement gaps by race/ethnicity. Culturally
relevant instruction with considerations to diverse learning includes: using the
language and understandings that students have acquired in their families and
communities to bridge the gap between what students know and are able to do and
what they need to learn in school; incorporating the everyday issues and concerns of
families and the community into curriculum and instruction; actively engaging
students in the learning process; and using equitable grouping practices.
In Dundar, and Merç (2019) study, it compiled the studies conducted on
curriculum development and evaluation in ESL/EFL contexts and to specify their
general characteristics through content analysis. The studies were chosen in line
with the inclusion criteria through which online articles and dissertations were
included. No specific timeline, context or research design was set for the literature
search. As a result of the review of the related literature, 86 studies were reached
and analyzed in terms of their contexts, sample type and size, data collection tools,
data analysis techniques. All the studies were coded through a protocol and the
results were tabulated. As well as the characteristics of the studies, their findings
were also analyzed through content analysis and common points were presented
and interpreted. As a result of the analysis, it was revealed that the curriculum
evaluation studies were more popular than the curriculum development studies. It
was also found that the studies were mainly about primary and secondary levels;
they mostly employed Likert-type scales; semi-structured interviews were more
common; descriptive statistics were applied more frequently. Finally, common
findings were detected among the studies conducted in different contexts of the
study.
The challenge for today’s schools is to prepare them as good as possible for
this situation. McAra, Broadley and McLaughlin (2013) (ID26) when reflecting on the
Curriculum for Excellence argue that children are entitled to get education that
prepares them for full citizenship. Thus, it implies that teachers must also teach civic
duties and responsibilities under the curriculum.
In addition to the social and global changes mentioned above, nation building
is an important reason underlying the curriculum reform of the late 1990s in China
(Law, 2014). The Curriculum Development Council of Hong Kong (2015) advocates
ongoing curriculum renewal to respond to changes in society in a timely manner. In
China the curriculum reform starting in the late 1990s (Law, 2014) had a two-stage
approach. The first stage mainly focused on creating awareness of the need for
change and drafting new curriculum standards. Much effort was put in gathering
input from a large amount of many different stakeholders to identify the needs that
had to be addressed in the new curriculum.
This part lasted about four years, mainly because of the extensive data
collection. Several studies refer to the need to change subject curricula in order to
keep them relevant and up to date. Changh (2011) describes the need to update the
geography curriculum in Singapore, because students do not see the relevance of
the current curriculum for their lives. The expectations society has about the
potential of engineers to help solve sustainable development challenges prompted
engineering education programs in higher education to review the curriculum
(Desha, Hargraves & Smith, 2009).
Dissatisfaction among scientists, interest groups and industry with the level of
Information and Communication Technology in the curriculum in England has led to
the implementation of Computing as a new subject that aims to get students
interested in further studies in Information and Communication Technology as well

as serve all students in becoming digital literate (Brown, Sentence, Crick &
Humphreys, 2014 as mentioned by oecd.org (2020).
In Bhusal Y. (2015) study, the teacher participants were unaware about
curriculum concept. However, they tried to understand and to define it in their own
way. They have developed their understanding in metaphorical way. After analyzing
my participants’ understanding and perception about curriculum, I concluded that
local teachers have lack of theoretical knowledge about curriculum to some
extent. Based on their own understanding I have tried to conclude that they
conceptualize the curriculum mainly; curriculum as blueprint, curriculum as contents
to taught and curriculum as a learning experiences. Although they have their own
understanding and expression, I just have tried to give the meaning to their own
conceptualization.
Joskin (2013) investigated the implementation process of a curriculum: A
case study from Papua New Guinea. The purpose of this study was to investigate
how policy intentions of the curriculum were received and practiced by teachers and
to evaluate the effectiveness of the implementation process. The study probed three
levels of an implementation process of an Outcomes-Based English Education
curriculum in two urban secondary schools in Port Moresby, Papua New Guinea.
The specific focus of implementation was on: the initial introduction process,
teachers’ beliefs and attitudes, and classroom practices. This research was an
exploratory one using focus group discussions, structured interviews, participant
observations, and document analysis. A case study method was used; two
qualitative studies situated within the constructivist and symbolic interactionism

paradigms were used to probe alignment of policy with practice using the diffusion of
innovation theoretical lenses. Content, discourse, and document analyses were
used to give interpretations to themes resonating with the research focus; these
themes were derived both deductively and inductively from data.
Findings revealed that the curriculum change was challenging as policy
expectations failed to align with practices. There were little shared meanings
between teachers’ views and classroom practices; this lack of connection
contradicted policy intentions. There also appeared to be no connection by policy
makers of the inbuilt tensions inherent in the outcomesbased model of education
adopted for PNG. In relation to this, findings from this study revealed the need for
collaborative professional development if policy is to be aligned with practice.
The Teachers has a big role in Curriculum Development. Teachers want to
enjoy teaching and watching their students develop interests and skills in their
interest area. The teacher may need to create lesson plans and syllabi within the
framework of the given curriculum since the teacher's responsibilities are to
implement the curriculum to meet student needs (Carl, 2009).
Many studies support empowerment of teachers through participation of
curriculum development. Therefore, the teacher is an important factor in the success
of curriculum development including the steps of implication and evaluation. Handler
(2010) also found that there is a need for teacher involvement and collaboration in
the development of curriculum to arrange and compose martial, textbooks (or
modules, etc.), and content (Alsubaie, 2016). Handler, (2010) added that
professional development of teachers is as an important factor contributing to the
success of curriculum development and implementation.
The Standards for Curriculum Development must be observed by the teacher.
When planning and developing curriculum in any subject area, the first place to start
is state, local or Common Core standards. Standards vary from state to state, and
teachers are expected to know which standards to teach and how to teach them.
Every lesson and unit should be tied to standards, and every grade level standard
should be addressed at some point during the course of the school year. Standards
should be presented sequentially, so students can build on previously learned skills.
Each subject area has specifically defined standards, but many times multiple
standards are addressed within one project. Such opportunities are beneficial for
students because they demonstrate the overlap in various subject areas and give
students the chance to synthesize their learning (Pierron, 2019).
Teacher Education provides a platform to student-teachers to acquire the
required knowledge, skill and develop positive attitude, values and beliefs. This can
be done with the help of the provided curriculum. And the quality of teacher
produced in any institution invariably depends on the curriculum offered to them
during their training period. After reviewing various researches on the curriculum and
significant role of teachers’ in framing the curriculum the process of curriculum
development was decentralized. The process of curriculum framing and preparation
of textbooks be decentralized so as to increase teachers’ involvement in these tasks.
Decentralization should mean greater autonomy within the state/district. As
curriculum is the best mean of overall development of students. And teacher is

mediator between curriculum and students. She/he knows various needs of
students, educational institutions, industries, parents (stakeholders). The quality of
teacher education is maintained by curriculum of Teacher Education. The curriculum
development is dynamic process (Patankar P. and Jadhav M. (2013).
The succeeding reviews of important sources are with regards to the
Academic achievement of the students in relation to teacher performance.
Assessment and Reporting
Assessment according to Salandanan, (2012) is a process of gathering
information on how instructional objective or purpose is being achieved. With the
result of the appropriate and valid assessment tool administered to the students, a
teacher will be able to know further input or discussion in order to meet the learning
needs of the students as well as the development of the students with another
enhancement exercise.
Likewise, Obaob G. and Moneva J. (2014) emphasized that teachers must
possess the skills in preparing appropriate and valid assessment tools in order to
measure student achievements precisely. Teachers must continue to monitor
student’s achievements and make effective and suitable changes in their
approaches, instructional strategies and techniques. Being based on the
instructional objectives, the assessment tools must contain the criteria that
emphasize the desired outcomes or skills that the student need to develop and shall
be flexible to the relevant and special skills manifested by the students.
Teachers should be skilled to successfully assess students’ performance
(Open-ended or extended response exercises Extended tasks, and Portfolios).

Research suggests that learning how and where information can be applied should
be a central part of all curricular areas. Also, students exhibit greater interest and
levels of learning when they are required to organize facts around major concepts
and actively construct their own understanding of the concepts in a rich variety of
contexts. Performance assessment requires students to structure and apply
information, and thereby helps to engage students in this type of learning.
Curriculum-based testing. Performance assessments should be based on the
curriculum rather than constructed by someone unfamiliar with the particular district
or school curriculum. This allows the curriculum to "drive" the test, rather than be
encumbered by testing requirements that disrupt instruction, as is often the case.
Research shows that most teachers shape their teaching in a variety of ways to
meet the requirements of tests. Primarily because of this impact of testing on
instruction, many practitioners favor test reform and the new performance
assessments. Worthwhile tasks. Performance tasks should be "worth teaching to";
that is, the tasks need to present interesting possibilities for applying an array of
curriculum-related knowledge and skills. The best performance tasks are inherently
instructional, actively engaging students in worthwhile learning activities. Students
may be encouraged by them to search out additional information or try different
approaches, and in some situations, to work in teams (2.ed.gov/pubs).
A teacher’s performance will be judged in terms of numerous criteria. In terms
of evaluation and assessment competencies of teachers, the following are expected
to the same: Plans And Uses Evaluative Activities - Makes methods of evaluation
clear and purposeful to students; Monitors student progress through a variety of

appropriate evaluation techniques; Prepares assignments which reflect the material
which has been taught; Provides Specific Evaluative Feedback; Provides feedback
on assignments as quickly as possible; Gives written and oral comments, as well as
points or scores; Makes opportunities for one-to-one conferences to discuss student
progress; and Interprets test results to students and parents (nctq.org).
It is really indeed accepted that proper evaluation of students’ performance is
a skill expected to teachers. Though students will work on different activities and
demonstrate their knowledge through a variety of products, teachers can accurately
evaluate student performance using one of several recommended methods such as
test, examinations, quizzes, activities, rubrics, etc. Performance assessments are
designed to reflect the standardized content and performance standards. Each task
and associated scoring method is intended to assess students' attainment of the
Learning Outcomes in subject areas such as language arts, mathematics, and
science. Each assessment task is accompanied by its own scoring rubric, which
specifies the criteria for judging student work on that particular task. Hence, both
content standards, through the task the student must complete, and performance
standards, through the specific rubric that accompanies each task, are clear to the
assessor. It stresses the significance of assessment and reporting competencies of
teachers which should be closely aligned with content and performance standards
(2.ed.gov/pubs/SER/ASP).
Academic achievement of the students

Researchers agree that teachers are one of the most important school-based
resources in determining students’ future academic success and lifetime outcomes,
yet have simultaneously had difficulties in defining what teacher characteristics
make for an effective teacher. The general construct of “teacher quality” has been
explored, including experience, professional knowledge, and opportunity to learn.
Each of these concepts comprises a number of different dimensions and methods of
operationalizing. Single-country research (and particularly research from the United
States) is distinguished from genuinely comparative work. Despite a voluminous
research literature on the question of teacher quality, evidence for the impact of
teacher characteristics (experience and professional knowledge) on student
outcomes remains quite limited. There is a smaller, but more robust set of findings
for the effect of teacher support on opportunity to learn. Five measures may be
associated with higher student achievement: teacher experience (measured by
years of teaching), teacher professional knowledge (measured by education and
self-reported preparation to teach mathematics), and teacher provision of
opportunity to learn (measured by time on mathematics and content coverage
(Burroughs et al, 2019).
Chetty et al. (2014) found that students taught by highly effective teachers, as
defined by the student growth percentile and value-added measures, were more
likely to attend college, earn more, live in higher-income neighborhoods, save more
money for retirement, and were less likely to have children during their teenage
years. This potential of a highly effective teacher to significantly enhance the lives of
their students makes it essential that researchers and policymakers properly
understand the factors that contribute to a teacher’s effectiveness.
A focus on improving teacher quality to enhance educational outcomes for
students has considerable scope in many developing countries. Among the factors
identified as contributing to student outcomes, a high-quality teacher has the
capacity to significantly influence student learning (as discussed in Teacher quality:
Evidence Review (ODE, 2014). A recent review of 20 high-quality studies measuring
the impact of teacher quality in developing countries found that teacher subject
knowledge was strongly related to student learning (Glewwe, Hanushek, Humpage
& Ravina, 2011).
Moreover, research shows that countries that have been pursuing strategies
that support the first (performance) approach tend to be those that have experienced
the greatest declines in student performance over the past decade. Although it is not
possible to attribute these declines to any education policy, it is difficult to conclude
that incentive schemes and school accountability arrangements in these countries
had a positive impact on school performance (Masters, 2014).
What is the relationship between RPMS/Teacher’s Observations’ Scores and
Student Achievement?
Observations play a major role in any comprehensive teacher evaluation
system. It’s critical that they help paint a fair and accurate picture of teachers’
strengths and development areas in the classroom. Although the implementation of
observation criteria and tools ultimately matters more than their design, a better
design makes it more likely that they will achieve the desired results. States and
districts that are building teacher evaluation systems can choose from many
observation criteria and tools in which some widely used but some are new
(tntp.org).
On the study conducted by Anthony T. Milanowski 2014, in three identified
schools he assessed the relationship between teachers’ observation scores and
student achievement. The result revealed that scores produced by these standards-
based teacher evaluation systems have a substantial positive relationship with the
achievement of the evaluated teachers’ students. The results are comparable to
those obtained from similar analyses presented in the last year’s AERA meeting.
Though there were some notable differences (i.e. higher correlations between
evaluation scores and student achievement in mathematics and language arts at
Vaughn, and a near zero correlation for science achievement in Cincinnati). This
study suggests that evaluation scores from well-designed and implemented
standards-based teacher evaluation systems can be used for decisions about
teachers, and have potential for use in studies of teacher effects on student
achievement.
It should be noted, however, that differences in the strength of the relationship
differ again this year across subjects, and across grades within the Cincinnati and
Washoe sites. For Cincinnati especially, the variation in the strength of the
evaluation score-student achievement relationships across subjects and grades is
considerable. Though sampling and measurement error are undoubtedly responsible
for some of this, the relationship for science is again the weakest. Last year, the
correlations for fourth grade reading were also small. In Washoe, no similar pattern
has yet emerged. Our second research question was whether not controlling for
student characteristics associated with test scores such as ethnicity, special
education status, and English proficiency changes the relationship between teacher
evaluation scores and student achievement. The results of the study showed only
small differences in the evaluation score – student achievement relationships. While
the correlations and effect estimates were typically slightly lower without these
controls, in a few cases they were slightly higher.
Several theoretical studies prove that there is a significant relationship
between teacher’s observation scores and student achivement. This gives strong
evidence that better teaching will lead to outstanding leaning outcomes and it will
continue to improve better.
Grossman, Cohen, and Ronfeldt, 2014 and Brown, Polikoff, 2014 identified
that a misalignment between student test scores and teacher observation scores
complicates the decision of which teachers to target for such interventions. For
teachers, misalignment could somehow result to feedbacking on how they can
improve their teaching styles. There had been a huge argument of studies
concerning on the relationship of teachers and teaching to student achievement.
There is a long history of research attempting to link characteristics of teachers and
teaching to student achievement.
Studies observing moderate relationships between these two measures found
correlations/effect sizes in the range of 0.3 and 0.4 (Daley and Kim,et al, 2010.
However, studies such as the MET Project, which drew upon a large sample of
teachers and utilized a rigorous experimental design, have found smaller

correlations/effect sizes in the range of 0.1 and 0.2 (Kane and McCaffrey et al.
2013).
In addition, Polikoff (2014) examined Measures of Effective Data (MET)
disaggregated by state. He found that the correlations between VA scores and
teacher scores on several observation instruments varied substantially across the
six MET states. Polikoff concluded that some states’ tests were more correlated
with teacher performance on certain classroom observations instruments than
others, he also offered that variability in correlations may be due to characteristics of
the test items or content (such as low-level/procedural versus higher level cognitive
demand, or multiple choice versus open-response item format.
In connection to that, it is important to point out again that no one data source
or methodology will sufficiently answer all critical educational questions. Multiple
measures or indicators of instruction are needed to help capture a more
comprehensive picture of what goes on in classrooms. Some of the new directions
for classroom observation research include the following: (1) combining both
qualitative and quantitative methods in observation systems; (2) developing
observation instruments that are based on "standards" of pedagogy; (3) using
studentcentered observation instruments that allow for comparisons between groups
of students within the class; and (4) using instruments that assess authentic,
interactive instructional practices that have been found to relate to student gains on
higher-level cognitive outcomes (Dela Cruz, 2019).
To support this source, Bonney (2015) emphasizes that there are quality
teachers with the requisite professional qualifications who teach in the Junior High
Schools in the Sekondi Takoradi Metropolitan Assembly. The teachers have access
to staff development opportunities. Workshops, in-service training and mentoring are
the internal staff development opportunities available to the teachers in the
metropolis. On the other hand, sandwich programmes and distance learning
programmes are the external staff development opportunities available to the
teachers. A teacher’s qualification, pedagogical skills, and teaching experience are
very important in the teaching and learning process. However, the quality of the
teachers in the metropolis did not reflect in the pupils’ academic performance in the
Basic Education Certificate Examinations held in 2010, 2011 and 2012 because the
pupils’ performance was generally below average. Consequently, there was no
relationship between the quality of teachers and the academic performance of the
pupils. The participants perceived lesson note as an important factor in the teaching
and learning process. Teacher’s pedagogical skills related positively but low with the
pupils’ academic performance in BECE in 2010 and their pedagogical skills also
related with the pupils performance in the BECE in 2012.
Hence, it is really proven that students’ perceptions of teacher effectiveness
can be linked with student achievement. Since multiple data sources are used to
take summative decisions, it is implied that students’ perceptions can be used as a
supplement data source besides other data sources such as self-assessment and
head teachers’ ratings (Akram, 2019).
The researcher therefore concluded that the Department of Education
(DepEd) underscored anew the importance of the Results-Based Performance
Management System (RPMS) that is aligned with the Philippine Professional

Standards for Teachers (PPST) in ensuring the delivery of quality, accessible,
relevant, and liberating basic education in the country. The RPMS requires skills and
competencies of quality teachers, enabling them to cope with the emerging global
frameworks. If the required skills and competencies are not met, various
professional development interventions will be given to them. it helps assure parents
and guardians that their children receive quality basic education from qualified
professionals whose competencies are abreast with changes and advancements in
the information age (source https://www.deped.gov.ph/2018/10/03/rpms-ppst-
helping-teachers-improve-delivery-of-quality-basic-education/).
Teacher Evaluations Promoting Student Growth and Achievement
Rockoff, Nye Konstantopoulos and Hedges (2014) and Wright, Horn, &
Sanders (2014) teacher’s performance affects students when it comes to
performance and achievement. One way to analyze the relationship between
teachers and student achievement are by considering the collective attributes of
teachers and determine the overall impact teachers have in comparison to other
variables that can impact student achievement (class size, past achievement,
ethnicity, and socioeconomic background). These collective attributes are
commonly referred to as teacher effects or teacher qualities and generally show a
positive impact on student achievement. Kane and Staiger (2015) confirmed that
teacher effects were significant predictors of student achievement in their study they
conducted 78 pairs of elementary classrooms from the Los Angeles Unified School
District, they were able to come up with interesting finding concerning the long-term
impact of teachers on student achievement.
The DepEd Result-based Performance Management System (RPMS)
RPMS is a performance-based rating tool developed to aligned individual role
and targets with the department directions. It also tracks accomplishments against
action to easily identify the needs of everyone inside the academe. Thus, through
defined goals and objectives employees must be rated and appropriate feedback
must be given accordingly.
According to the RPMS manual for teachers 2018, there are four phases or
RPMS framework as illustrated in the figure below.
Figure 3. The four Phases of RPMS Framework

e
P
rd
n
aw
p
igtC
lfo
m
ch
v
u
ti
Figure 2 shows the four phases of the RPMS framework. (1) Performance
planning and Commitment at the start of the performance period, supervisors and
subordinates agree on, objectives to be met and, required competencies based on
strategic priorities of the organization. (2) Performance monitoring and coaching, in
this phase managers create an enabling environment to improve individual and team
performance. They track employee performance and progress towards

accomplishment of objectives. (3) Performance review and evaluation, managers
evaluate employee performance based on evidence of competencies measured
against performance targets agreed during Phase 1. The manager points out the
employee’s strengths and weaknesses and gives a tentative rating. The manager
and employee discuss performance data and agree on the final rating. (4)
Performance rewarding and planning This phase is based on the results of Phase 3.
The supervisor and subordinate discuss accomplishments and corresponding
rewards and incentives. They also discuss competency gaps and jointly come up
with a development plan to address these.
EFFECTIVE COACHING AND PERFORMANCE FEEDBACK
One of the essentials of the RPMS is the Coaching and performance
feedbacking hence it provide interactive discussions between the ratee and rater,
this discussion aimed to close performance gaps, to teach skills, share knowledge
and train desirable values. Coaching is helpful in terms of performance or skills,
well-being, coping, work attitudes, and goal-directed self-regulation, it affects
individual or organization (Theeboom et.al., 2014).
To provide effective coaching and performance feedbacking based on the
RPMS manual for teachers there are four steps process as shown in the figure
below.
Figure 4. The four steps process of effective coaching
Decission
Active
agreement
Figure 3 shows the four steps process on effective coaching. First is through
the observation. Through the observation rater identifies a performance gap or an
opportunity to improve. On the second step, the discussion and agreement rater and
ratee agree on problems, to be fixed; and an opportunity to move job performance
two
notches higher. On the third step, active coaching the rater and ratee create and
agree on the action plan to address the gap. While the last step will be follow in
which there will be a Setting follow-up sessions to check on the status of the agreed
upon action plan.
The impact of result-based performance management system on the teachers’

attitude
Based on the study conducted by Dizon (2018) performance management is
important for an organization. It helps the organizations in ensuring that employees
are working hard on achieving the organization’s mission and objectives. It also sets
expectations for employee performance and motivates employees to work hard in
ways that are expected of the organization. In that manner, the importance of
performance management system is realized by improving employee performance

which redounds to organizational performance. Thus, improving employee
performance by using performance management system is a way to improve
corporate performance. In the Department of Education (Dep.Ed), a government
agency in the Philippines responsible for ensuring access to, promoting equity in,
and improving the quality of basic education, the Results-Based Performance
Management System (RPMS) is being used a performance management tool for
both the teachers and the non-teaching staff. The RPMS is an organization-wide
process of ensuring that employees focus work efforts toward achieving the DepEd
vision, mission, values, and strategic priorities. It is also a mechanism to manage,
monitor and measure performance, and identify human resource and organizational
development needs. The said performance management system is aligned with the
Strategic Performance Management System (SPMS) of the Civil Service
Commission (CSC), a government agency in the Philippines with responsibility for
the civil service. The CSC Memorandum Circular (MC) No. 06, series of 2012, sets
the guidelines for the implementation of the SPMS in all government agencies. The
SPMS emphasizes the strategic alignment of the agency’s thrusts with the day-today
operation of the units and individual personnel within the organization. It focuses on
measures of performance vis-‘a-vis realized target, employee output and collective
performance of the group.
With the RPMS as its SPMS, DepEd strengthens the culture of performance
and accountability in the agency while upholding its organizational mandate, vision,
and mission. The Department believes that there is a need to link corporate goal
and performance measurement. The system of measurement is important to track

individual performance and its contribution to overall goals. Moreover, by cascading
the accountabilities to the entire agency, units, department, and own employees,
creates a factual basis for performance target. The SPMS is linked with the RPMS
to ensure adherence to the principle of performance-based tenure and incentives.
Given the above concern, performance management should be an important step in
the organization’s human resource management system as it can influence
employee performance and organizational performance. Thus, performance
management and appraisal system are indispensable in achieving productivity.
Therefore, it is essential that this research was conducted to understand the
DepEd employees’ experiences and perceptions of the Results-Based Performance
Management System. Findings show that the proper authorities can build up a
completed and comprehensive performance management and performance
management systems can be key determinants of an organization’s long-term
success or failure.
Synthesis of the Reviewed Literature and Studies
With the above-mentioned studies, evaluating teacher’s performance must be
aligned to learning outcomes for it has great impact to the students achievement and
so with the different studies reviewed the researcher also wanted to prove whether
there is a significant relationship between Teachers Observation score and Student
Achievement in the current scenario where the RPMS is newly implemented.
However, unlike other studies the scope of this study will only focus on the two
factors such as teacher’s observation scores and pupil’s achievements.

The researcher presented the review of related studies in order to provide
comprehensive picture of the topics about the Teachers’ observation scores on
RPMS and its significant relationship to student achievement. Most of the studies
included were much related to the present study and may share similar perspectives
and findings regarding how variables and factors in the studies affect one another in
terms of the given topic. However, different terms of research venues,
methodologies, the respondents of the study and specific indicators used in the
research instrument as compared from the present understanding. The above
materials reviewed were instrumental in helping in the researcher plan the study and
formulate the discussion and recommendation based on the result obtained. The
insights from the reviews likewise validated the relevance of the researcher’s topic.
The topics that have the most bearing on the present study were carefully chosen by
the researcher in making this review of related literature and studies.
The researcher had conducted a literature review on two major variables:
teachers’ performance and students’ achievement. Selected sources reviewed over
an eight-year period (from 2013 to 2021) suggests the following:
1) Evaluation of teacher’s performance is a major administrative mechanism
for assessing efficiency and effectiveness of individuals (Ohemeng and
Mc Call-Thomas ,2013). Performance management and measurement is
an important process to help raise standards (Hartle, Everall, and Baker,
2013). Various studies were conducted to assess the competencies, and
determine the teachers level of performance (Pinca, 2015).

2) There are different factors affecting teachers’ performance such as
leadership style and performance of secondary school heads (Aquino,
2013).
3) The Results-based Performance Management System (RPMS) of DepED
supports the Vision, Mission, and Values of the agency as it continuously
endeavors to evolve as a learner-centered public institution
4) There are issues and problems in terms of learning environment and
diversity of learners (Yuan’s, 2017). Mule (2010) states the following
diversities: class, race, ethnicity, and language (Possi, and Milinga, 2017);
a nearly racially homogenous population of teachers; and a narrow
teacher knowledge base for diversity. In relation to this, Possi, and Milinga
(2017) look into learner diversity in inclusive classrooms, where the
challenges faced by teachers is teaching those with disability.
5) The differences of these, however, differs between international and local
students (Densona and Zhang, 2018).
6) The performance measures are commonly based on standardized test
results. There is a positive relationship between teachers’ observation
scores and student achievement (Milanowski, 2014). However, problem
solving and critical thinking skills are not really being measured by the
same (Favero and Meier, 2013).
7) The local and foreign literature about teachers’ competency and skills on
assessment and reporting is not robust.

Chapter 3
METHODOLOGY
This chapter includes the description of the following components: the method
of research used, the population, sample size ad sampling technique, the description
of the respondents, the research instrument, the data-gathering procedure, and the
statistical treatment.
Method of Research
This study utilized two- way research method, the Descriptive and
documentary research design.
Descriptive analysis will be used to show whether there is any significant
relationship between the teacher’s observation score on the RPMS and student
academic achievement.
While the researcher will also use documentary research design to gather the
results of the scores of each teacher respondents on RPMS documented by
principals or supervisors hence, according to According to Scott & Marshall (2015),
documentary research uses personal and official documents as a source material.
include such things as newspapers, diaries, stamps, directories, handbills, maps,
government statistical publications, photographs, paintings, gramophone records,
tapes, and computer files.
The scores of JHS teachers on RPMS were used as the independent
variable. An overall mean score was determined for each teacher by first developing
a mean score for each indicator or Key Result Area (KRA) and then using those
scores to calculate an overall mean. Teachers performance will be based on the
following indicators; (5) Outstanding (4) Very Satisfactory (3) Satisfactory (2)
Unsatisfactory (1) Poor. While, student achievement was defined as the amount of
measurable growth demonstrated by the students across learning areas or the
general weighted average (GWA). This figure expresses by calculating the effect
size, utilizing the scale scores from students GWA. Effect-Size is a statistical
method for determining the difference between two groups over time, on different
assessment during even across content areas (Hattie, 2013). An effect size was
calculated by “Dividing the change score, or difference between scores overtime,
T2-T1, for each test by the standard deviation”.
Where;
T2= the mean score for each teacher through RPMS
T1= the mean score for same group of students
Thus,
Effect Size= mean score for each teacher (T2)-mean score for same group of
students (T1)
Spread (Standard Deviation (sd)
The researcher used the simple random for the sampling technique to and to
compute for the sample size, the researchers utilized the Cochran’s Sample size
formula. It allows the researcher to calculate an ideal sample size given a desired
level of precision, desired confidence level, and the estimated proportion of the
attribute present in the population. Population, Sample Size, and Sampling
Technique.
The Cochran formula is,
Where:
 e is the desired level of precision (i.e. the margin of error),
 p is the (estimated) proportion of the population which has the attribute in
question,
 q is 1 – p.
The population of this study consisted of all the JHS teachers and students of
the 4 integrated schools of district II in the division of Mandaluyong.
Table 1
Distribution of the Population and Sample
Integrated Schools Teacher’s Teachers’ Student’s Student’s
Population population Population Population
Sample sample
1. Addition Hills Integrated School 24 24 268 71
2. Andres Bonifacio Integrated 31 24 279 73
3. Highway Hills Integrated School 36 24 286 75
4. Jose Fabella Memorial School 35 24 246 65
TOTAL 126 96 1,079 284
Research Instrument
The researcher used two data gathering instruments to obtain the necessary
data and information: (1) RPMS this is a validated observation tool where teachers
are rated by the principal or by the master teachers through Individual Performance
Commitment Form (IPCRF). (2) The generated School form 5 (SF5) known as the
Report on Promotion will be used to identify academic achievement of the pupils.

The research instruments are standardized since it was validated and implemented
by the department of Education.
Data-Gathering Procedure
To get the scores of JHS teachers on the RPMS, the Individual Performance
Commitment Form (IPCRF) will be used by the researcher and for the academic
achievements of the student the researcher will utilized the school form 5 known as
schools’ report on promotion this form is a DepEd form where the academic
achievements of students are tracked. After which, it will be administered to the dist
II integrated schools of Mandaluyong City. With the approval of the research adviser
it will be mass-produced for fielding to the respondents. The researcher will secure
an endorsement letter to the Schools’ Division Superintendent, Schools Division of
Mandaluyong. Armed with this permit, the researcher will proceed to different
integrated schools within District II, Schools Division of Mandaluyong and personally
administer the study thus, the researcher will ensure the data privacy of each
respondents and also personally retrieve the accomplished instruments from the
different schools.
Statistical Treatment of Data
The retrieved survey questionnaire, teacher’s observation scores and student
achievement across all learning areas will be tally;
1. Mean (Arithmetic)
The mean x is the most popular and well known measure of central tendency.
It can be used with both discrete and continuous data, although its use is
most often with continuous data. The mean is equal to the sum of all the
values x i in the data set divided by the number of values in the data set.
n
∑ xi
x= i=1
n
An important property of the mean is that it includes every value in your data
set as part of the calculation. In addition, the mean is the only measure of
central tendency where the sum of the deviations of each value from the
mean is always zero.
2. The Spearman rank-order correlation coefficient (Spearman’s correlation,
for short) is a nonparametric measure of the strength and direction of
association that exists between two variables measured on at least an ordinal
scale. It is denoted by the symbol rs (or the Greek letter ρ, pronounced rho).
The test is used for either ordinal variables or for continuous data that has
failed the assumptions necessary for conducting the Pearson's product-
moment correlation.
3. To answer question no. 3, “Is there any significant relationship between
teacher’s overall observation scores and student Achievement?”, the
Spearman Rank Correlation was used. It is a nonparametric equivalent of
Pearson Product Moment Correlation This test was used since the
assumptions of parametric statistics are not satisfied. The variables
“teacher’s overall observation scores” are measured as ordinal level since the
data collected for these variables are likert scale.

CHAPTER 4
RESULTS AND DISCUSSION
This chapter presents the results and discussions of the study with regards to
the teacher’s score on RPMS, student achievements and the relationship of these
variables.
Table 2
Teachers’ Observation score on Content Knowledge and pedagogy

Content Knowledge and Pedagogy Mean Verbal Interpretation
Applied knowledge of content within and across
4.39 Very Satisfactory
curriculum teaching areas.
Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills
Applied a range of teaching strategies to develop critical
and creative thinking, as well as other higher order 4.23 Very Satisfactory
thinking skills.
Grand Mean: 4.36 Very Satisfactory
Legend: “Poor (Below 1.499)”, “Unsatisfactory (1.500 – 2.499)”, “Satisfactory (2.500 – 3.499)”, “Very
Satisfactory (3.500 – 4.499)”, “Outstanding (4.500 – 5.00)”
Table 2 presents the scores of JHS teachers on RPMS specifically on the
Content Knowledge and Pedagogy Key Result Area (KRA), there were three
objectives under this KRA. Result revealed the mean obtained by the respondents
on the following objectives, 4.47 mean and a Very satisfactory rating on Using a
range of teaching strategies that enhance learner achievement in literacy and
numeracy skills, 4.39 mean and Very satisfactory rating on Applying knowledge of
content within and across curriculum teaching areas and 4.23 mean with Very
satisfactory rating on Applying a range of teaching strategies to develop critical and
creative thinking, as well as other higher order thinking skills. Overall, the
respondents scored a grand mean of 4.36 or a Very satisfactory rating.
According to the study of Pinca (2015) the assessment of teachers’
competencies and their level of their performance, the importance of trainings and
educational orientation were emphasized as important, so teachers can perform well
and can contribute to pedagogical aspects. Thus, the results of this study implied
that despite the Very satisfactory rating obtained by the teacher respondents still
there is so much to be improved that the educational system must look and take into
considerations.
Table 3 below shows the scores of JHS teachers on the second KRA of the
RPMS which is the Learning Environment and Diversity of Learners, there were
three objectives under this KRA. Based on the result, respondents got high scores
on the Managed classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments this has a total mean result of 4.27 Very satisfactory, while on
the Managed learner behavior constructively by applying positive and non-violent
discipline to ensure learning-focused environment they obtained the mean result of
4.24 Very satisfactory and on the Used differentiated, developmentally appropriate
learning experiences to address learners’ gender, needs, strengths, interests and
experiences the got a mean result of 4.18 Very satisfactory. Furthermore, the overall
scores of the respondents is a grand mean of 4. 23 which is Very satisfactory rating
(VS.) The rating score shows that teachers respondent performed very satisfactorily
in terms of classroom management, imposing, and providing positive discipline in
the teaching learning process.
The result showed the diversity of teachers in the teaching and learning
process and how they managed and give appropriate learning experiences to the
learners. Moreover, according to Yuan (2017) to prepare teachers for diversity of
learners. This can be done through trainings and workshops that were related to
issues and problems existed in the current curriculum, content, and practicum in
traditional teacher education programs in addressing cultural knowledge and
competence of preparing pre-service teachers in a multicultural society. On the

contrary, Pierron, (2019) stressed that each subject area in schools has an overlap
that may affect the teachers’ pedagogy as well students’ synthesis of their learning.
Table 3
Teachers’ Observation Score on Learning Environment and Diversity of
Learners
Learning Environment and Diversity of Learners Mean Verbal Interpretation

Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments.
Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning- 4.24 Very Satisfactory
focused environment.
Used differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, 4.18 Very Satisfactory
strengths, interests and experiences.
Table 3 shows the JHS teachers observation score on learning environment
and diversity of learners. Finding indicated the following mean obtained by the
respondents on the Item 1 Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration, discovery and hands-on activities
within a range of physical learning environments is 4.27 (Very Satisfactory), followed
by Item 2 Managed learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environment is 4.24 (Very Satisfactory),
third is Item 3 Used differentiated, developmentally appropriate learning experiences

to address learners’ gender, needs, strengths, interests and experiences is 4.18
(Very Satisfactory). The Overall mean on the JHS teachers’ observation score on
learning environment and diversity of learners is 4.23 or a Very satisfactory rating.
Table 4
Teachers’ Observation Score on Curriculum and Planning
Curriculum and Planning Mean Verbal Interpretation

Planned, managed and implemented developmentally
sequenced teaching and learning processes to meet 4.14 Very Satisfactory
curriculum requirements and varied teaching contexts.
Participated in collegial discussions that use teacher and
learner feedback to enrich teaching practice.
Selected, developed, organized and used appropriate
teaching and learning resources, including ICT, to 4.02 Very Satisfactory
address learning goals.
Table 4 shows the scores of JHS teachers on the Key Result Area which is
the Curriculum and planning. Three objectives were under this KRA. Based on the
result gathered teachers obtained 4.14 Very satisfactory mean score on Planned,
managed and implemented developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts, while 4.05
very satisfactory mean score on Participated in collegial discussions that use
teacher and learner feedback to enrich teaching practice and 4.02 on the Selected,
developed, organized and used appropriate teaching and learning resources,
including ICT, to address learning goals. A grand mean of 4.07 very satisfactory
rating were the overall rating of the respondents, this implies that teachers
performed well on translating curriculum content into learning activities that are
relevant to learners and based on the principles of effective teaching and learning.
Based on the result, apparently the teachers are curriculum planners and
developers. The moment when a teacher teaches the subject matter in accordance
to the curriculum, the same is manifested, thus the teacher is an important factor in
the success of curriculum development including the steps of implication and
evaluation. According to Handler (2010) there is a need for teacher involvement and
collaboration in the development of curriculum to arrange and compose martial,
textbooks (or modules, etc.), and content (Alsubaie, 2016). Handler, (2010) added
that professional development of teachers is as an important factor contributing to
the success of curriculum development and implementation.
Table 5
Teachers’ Observation Score on Assessment and Reporting
Assessment and Reporting Mean Verbal Interpretation

Designed, selected, organized and used diagnostic,
formative and summative assessment strategies 3.96 Very Satisfactory
consistent with curriculum requirements.
Monitored and evaluated learner progress and
achievement using learner attainment data.
Communicated promptly and clearly the learners’ needs,
progress and achievement to key stakeholders, including 3.85 Very Satisfactory
parents/ guardians.
Table 5 above shows the scores of JHS teachers on the Key Result Area
which is the Assessment and reporting, three identified objectives for this KRA. The
result revealed that the respondent got a 3.96 very satisfactory mean score on the
Designed, selected, organized and used diagnostic, formative and summative
assessment strategies consistent with curriculum requirements, while 3.87 very
satisfactory mean score on Monitored and evaluated learner progress and
achievement using learner attainment data and 3.85 very satisfactory mean score on
Communicated promptly and clearly the learners’ needs, progress and achievement
to key stakeholders, including parents/ guardians. Overall, the respondents gathered
3.89 very satisfactory grand mean score which shows that teachers performed very
satisfactorily in the application of variety of assessment tools and strategies to
monitor, evaluate, document and report learners’ needs, progress and achievement.
The finding is related to Salandanan, (2012) stating that a teacher is able to
assess the level of development and learning of students using the appropriate and
valid assessment tool. Moreover, the results revealed implication of the different
assessment tool, learning interventions and strategies among teachers. Thus,
Obaob G. and Moneva J. (2014) emphasized that teachers must possess the skills
in preparing appropriate and valid assessment tools in order to measure student
achievements precisely. Teachers must continue to monitor student’s achievements
and make effective and suitable changes in their approaches, instructional strategies
and techniques. Being based on the instructional objectives, the assessment tools
must contain the criteria that emphasize the desired outcomes or skills that the
student need to develop and shall be flexible to the relevant and special skills
manifested by the students.
Table 6
Academic Achievement of the students
Grades Frequency Percentage (%)

80 to 84 1 1.04
85 to 89 33 34.38
90 to 94 61 63.54
95 and above 1 1.04
Total 96 100.0
Average Grade = 89.93
Table six shows the frequency and average result of the academic
achievement of the students’ respondents. Under table 6, students with grades of
90-94 percent have the frequency of 61 and percentage of 63.54, students who had
85-89 grades got the frequency of 33 and 34.38 percent, while both students who
have grades from 80-84 and 95 above have frequency of 1 and 1.04 percentage.
Thus, the overall average grade of their academic performance is equivalent to
89.93 percent which an outstanding level of academic achievement.
According to Burroughs et al. (2019), teachers are one of the most important
school-based resources in determining students’ future academic success and
lifetime outcomes, yet have simultaneously had difficulties in defining what teacher
characteristics make for an effective teacher. Despite a voluminous research
literature on the question of teacher quality, evidence for the impact of teacher
characteristics (experience and professional knowledge) on student outcomes

remains quite limited. There is a smaller, but more robust set of findings for the
effect of teacher support on opportunity to learn.
Table 7
Correlation
Indicators Description P – value Decision
Coefficient
Content Knowledge Weak and Inverse Failed to
-0.116 0.260
and Pedagogy Correlation Reject Ho
Learning Environment Very Weak and
Failed to
and Diversity of -0.033 Inverse 0.748
Reject Ho
Learners Correlation
Very Weak and
Curriculum and Failed to
0.036 Direct 0.731
Planning Reject Ho
Correlation
Very Weak and
Assessment and Failed to
0.076 Direct 0.459
Reporting Reject Ho
Correlation
Very Weak and
Failed to
Overall RPMS Rating -0.013 Inverse 0.903
Reject Ho
Correlation
Significant relationship between Teachers’ Observation score in RPMS and students’
Academic Achievement
Note: If p value is less than or equal to the level of significance which is 0.05 reject the null hypothesis otherwise
failed to reject Ho. Correlation coefficient values: ±0.76 – ±0.99 Very Strong; ±0.51 – ±0.75 Strong; ±0.26 –
±0.50 Moderate; ±0.11 – ±0.25 Weak; ±0.01 – ±0.10 Very Weak
Table 7 above shows the significant relationship of teachers’ observation
scores on students’ academic performance. Computed results show that the key
result areas such as a.) Learning Environment and Diversity of Learners which has a
correlation coefficient of -0.33, and p- value of 0.748 b.) Curriculum and Planning
that has 0.036 correlation coefficient and p-value of 0.731 and c.) Assessment and
Reporting that has 0.076 correlation coefficient and p-value of 0.459 all of these have a
very weak and direct correlation to the students’ academic achievement while
Content knowledge and pedagogy obtained -0.116 correlation coefficient and p-
value of 0.260 have Weak and Inverse Correlation to students’ academic

achievement. Thus, with the overall RPMS rating of -0.013 which is very weak and
inverse correlation coefficient and the p-value of 0.93 which further implies that there
is no significant relationship between the teachers’ observation scores and the
student’s academic achievement.
Furthermore, findings of the study revealed that there is no enough evidence
to show that there is a significant relationship between the JHS teachers’ scores on
the RPMS and the students’ academic achievement on the content knowledge and
pedagogy, learning environment and diversity of learners, curriculum and planning,
assessment and reporting.
Anthony T. Milanowski (2014), emphasized on the relationship between
Teacher’s Observations’ Scores and Student Achievement that scores produced by
these standards-based teacher evaluation systems have a substantial positive
relationship with the achievement of the evaluated teachers’ students, however, It
should be noted, that differences in the strength of the relationship differ against
subjects, and across grades because of the students different characteristics.
Thus, it is safe to say as per Hartle, Everall, and Baker, (2012), that
performance management is important and related to developing the effectiveness
of teachers and stakeholders, implying that the Teachers’ Observation score in
RPMS as a tool is relating in developing the effectiveness of teachers, both as
individuals and students’ Academic Achievement.

CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusion, and
recommendations of the study.
Summary
The main objective of this study was to determine of whether or not there is a
significant relationship between the teachers’ observation score in the RPMS and
student’s academic achievement.

The researcher hypothesized that there is a significant relationship between
the observations scores of JHS teachers on RPMS and the academic achievement
of the students. The research instruments that were used in this study were the
RPMS rating tool for the scores of the teachers’ participants and the DepEd School
form 5 to get the academic performance of the students.
The overall RPMS scores of teachers were computed using the mean score,
student academic performance were computed using frequency and percentages,
while to show the relationship between the teachers’ RPMS score and students’
academic achievement using the Spearman Rank Correlation. It is a nonparametric
equivalent of Pearson Product Moment Correlation. We used this test since the
assumptions of parametric statistics are not satisfied. The variables “teacher’s
overall observation scores” are measured as ordinal level since the data collected
for this variables are likert scale.
Findings
Based on the results gathered in the study teachers’ observation score was
very satisfactory in each Key Result Area (KRA), thus the following findings are
hereby presented:
1. Teachers performed well in content knowledge and pedagogy, with a grand
mean of 4.36 a very satisfactory rating, which implies teachers’ mastery in
applying appropriate and meaningful pedagogy and content knowledge
across the learning areas.
2. In terms of learning environment and diversity of learners, teachers’
respondent obtained a grand mean of 4.23 another very satisfactory rating,

which proves that teachers had very satisfactorily provided safe, secure fair
and child friendly learning environment to achieve learners progress and
development academically.
3. On the observation about the curriculum and planning teacher’s respondent
got a grand mean result of 4.07 still a very satisfactory rating, teachers proved
that they have satisfactorily apply their professional knowledge to make and
developed lesson plans and interventions based on the curriculum
implemented.
4. Teachers’ observation on assessment and reporting got a gran mean of 3.89
a very satisfactory as well. The result shows very satisfactorily utilization of
the different assessment to enhance the teaching and learning process.
5. Academic performance of the students showed that majority of them have
grades ranging from 90-94 having the frequency of 61 or 63.54 percent, next
are students’ respondent have grades ranging from 85-89 which has a
frequency of 33 or 34.38 percent, while students’ respondents having grade
ranging from 80-84 and 95 above have lesser frequency which is 1 and 1.04
percent of the total students’ respondents.
6. Using the Spearman Rank Correlation, the result revealed that there is no
enough evidence to show significant relationship between the JHS teachers’
observations scores on the RPMS and the students’ Academic Achievement.
Conclusion
Based on the foregoing findings, the researcher drawn the following conclusions:
Teacher’s observation scores on RPMS
Teachers performed well in their respective assignments as showed in the result
of their overall RPMS scores. Teachers obtained grand mean of 4.36 on the Content
Knowledge and Pedagogy, followed by 4.23 grand mean on the Learning
Environment and Diversity of Learners, 4.07 for the Curriculum and Planning and
lastly 3.89 for Assessment and Reporting. With these figures obtained by the
respondents on RPMS therefore, it can be easily concluded that the Department of
education ( DepEd) is proving the existence of their different programs aimed to
enhance and upskills teachers competences such as Mass Training Of Teachers
(MTOT),Capacity Building programs, Capability Building programs and many more.
And because these programs have grate impact on teachers’ development the
DepEd need to be more consistent and continuously produce programs for teachers
to achieve teachers outstanding performances.
Student Academic Achievement
It is very evident that that the result of the study shows majority of the student’s
respondents have good or high grades ranging from 90-94. Students with grades of
90-94 percent have the frequency of 61 and percentage of 63.54, students who had
85-89 grades got the frequency of 33 and 34.38 percent, while both students who
have grades from 80-84 and 95 above have frequency of 1 and 1.04 percentage.
Although this study suggests no enough evidence to prove the teachers overall
scores in the RPMS and student academic achievement however, It was also noted
that the teacher has important roles in managing the classroom, in enhancing the
students to find the tasks more meaningful and in implementing effective learning
strategies (Cardenas & Cerado, 2016). For this reason, this study would like also to
employ and highlight the importance of the teachers in the academic achievement of
the students.
Relationship of Teachers overall scores in the RPMS and Student Academic
Achievement
The result of the study shows that relationship suggests that there is no enough
evidence to show relationship of RPMS observation scores of the JHS teachers to
the academic achievement of the students. Although there was not enough
evidence, it is very important to highlight that RPMS will not define what kind of
teacher or educator they are, it is just an assessment to teachers to help them
improved their way of teaching. As a result, the nature of this study maybe isolated
in particular to the assumption of the research respondents and the research locale,
but it doesn’t generalized the result of all related studies.
Recommendations
Based on the foregoing findings and conclusion the researcher would
recommend the following:
1. The scores obtained of the respondents the Content knowledge and
Pedagogy were very satisfactory, this implies that the teachers mastered the
content knowledge and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application of
theories and principles of teaching and learning. According to Niess 2015,
subject matter knowledge is important as it defines and develops the

teacher’s content of instruction, therefore based on the result and findings of
the study the Department of education should expose teachers on trainings
focusing on the awareness of instructional approaches, especially on the
methods and knowledge of building technology to enhance student learning.
2. Key Result Area on the Diversity of Learners, the score obtained by the
respondents were very satisfactory. It implies the significant role of teachers
in the teaching and learning process, which is to provide learning
environments that are safe, secure, fair and supportive in order to promote
learner responsibility. Based on the result, the department should have
develop and implement programs that will cater centers on creating an
environment that is learning-focused and in which teachers efficiently manage
learner behavior in a physical and virtual space, the need for teachers to
utilize a range of resources and provide intellectually challenging and
stimulating activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.
3. Scores on the Curriculum and Planning were very satisfactory which proved
the role of teachers in establishing learning environments that are responsive
to learner diversity, the result highlighted the importance of teachers
especially in planning and designing the learning opportunities. To further
develop teachers’ skills toward this objective, the department should
continuously encourage the celebration of diversity in the classrooms and the
need for teaching practices that are differentiated to encourage all learners to
be successful citizens in a changing local and global environment.

4. Among the Key result Areas (KRA) in the RPMS it was noticeable that on the
part of assessment and reporting the respondents obtained the mean score of
3.89 although with a very satisfactory rating, this implies that the department
needs to promote training and programs that will enhance teachers’ skills on
the different assessment and evaluation strategies of attainment data to
support learner progress and achievement.
5. To further developed teachers’ professional growth within the academe,
curriculum implementers must continuously think of more trainings and
programs to upgrade and upskills teachers and encourage teachers to
participate active involvement with appropriate monitoring. Thus, the
researcher recommends the following trainings contained in the teachers’
development plan aligned to the result of the study.
Table 8
TEACHER’S DEVELOPMENT PLANS
Time Resources Needed

Development Expected
Area/s Fram Fund Human
Strategy Output
e Materials
1. Content -Develop the Octob Researcher Laptop 100% done
knowledge teacher’s mastery er -Proponent projector of all the
and of subject matter, 2020 School Speaker Strategies
Pedagogy teaching strategies – July LAC

& approaches tools 2021 Head session cited
Thru school LAC Teacher materials/s
Sessions oft copies
Researcher 100% done
Octob -Proponent of all the
-Enhance the er School Strategies
critical 2020 Head Laptop cited
understanding of – July Teacher projector
the application of 2021 Speaker
theories and Researcher LAC 100% done
principles of -Proponent session of all the
teaching and Teacher materials/s Strategies
learning process Octob oft copies cited
er
2020
-improve the – July
teacher’s practice 2021 Portfolios
on reflecting of teachers
familiarity with a MOV’s
wide range of
effective
pedagogical
approaches in the
discipline and the
ability to anticipate
student
misconceptions.
2. -Reinforce the Octob Teacher Student 100% done
Diversity of teacher’s concern er Learners Profile & of all the
Learners on diversity of 2020 Portfolios Strategies
learners Thru the – July DLL cited
Virtual 2021 Observatio
Seminar/Webinars Octob Teacher n Form of 100% done
- maintain a diverse er Learners Mentors/M of all the
classrooms since it 2020 Ts Strategies
improve the – July cited
learning outcomes 2021
for every student
motivate teachers Octob Teachers 100% done
3. as curriculum er RPMS of all the
Curriculum planners despite of 2020 hard & soft Strategies
and the following – July copies cited
Planning pandemic 2021
challenges:
extensive workload
under blended
learning approach,
lack of curriculum
knowledge,
experience of top-
down leadership,
and insufficient
resources for
planning
6. Further studies about the relationship between RPMS and learner progress
and achievement on the regional and national levels is highly recommended
by the researcher.
REFERENCES
Anna Marisen Joskin (2013). Investigating the implementation process of a

curriculum: A case study from Papua New Guinea. A thesis Submitted to the
Victoria University of Wellington in fulfilment of the requirements for the
degree of Doctor of Philosophy in Education 2013.
https://core.ac.uk/download/pdf/41338039.pdf
Anthony Milanowski, Steven M. Kimball, Brad White (2014). Relationship of

Teachers’ Observation Scores and Student Achievement, Wisconsin Center
for Education Research- University of Wisconsin- Madison.
Bhusal Y. (2015). Teachers’ Participation in Curriculum Development Process.

In partial fulfilment of the requirements for the degree of Master of the
Philosophy in Education Presented on November 22, 2015 at School
of Education, Kathmandu University.
https://www.academia.edu/29118864/
TEACHERS_PARTICIPATION_IN_CURRICULUM_DEVELOPMENT_PROC
ESS
Burroughs et al (2019). Teaching for Excellence and Equity pp 7-17. A Review of

the Literature on Teacher Effectiveness and Student Outcomes. IEA
Research for Education book series (IEAR, volume 6).
https://link.springer.com/chapter/10.1007/978-3-030-16151-4_2
Cardenas, H. J., & Cerado, E. C. (2016). School Climate, Teachers’ Efficiency

and Learning Outcomes in Koronadal City Schools Division, Philippines.
Journal of Modern Education Review, 6(1), 19–25.
https://doi.org/10.15341/jmer(2155-7993)/01.06.2016/003
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of
teachers II: Teacher value-added and student outcomes in
adulthood. American Economic Review, 104(9), 2633–2679.
Danielson, C. (2013). Enhancing professional practice: A framework for teaching:

Alexandria, VA: Association for Supervision & Curriculum Development
Daisy Dela Cruz 2019. MAED Student Department of Education

Licensed Professional Teacher, University of Rizal System, Philippines.
ijesc.org. Effectiveness of Class Observation to the Performance of
Teachers in Public Elementary School in the Division of Antipolo
Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters

for effectiveness and improvement.Williston, VT: Teachers College Press.
David Diez, Mine Cetinkaya-Rundel and Christopher D Barr, Open Intro

Statistics Fourth Edition
Dizon et. al., Vol.6 (lss.1): January, 2018] ISSN- 2350-0530(O),

ISSN- 2394-3629(P) (Received: Jan 21, 2018 –
Http://www.granthaalayah.com ©International Journal of Research –
GRANTHAALAYAH 485
Dundar E, and Merç A. (2017). European Journal of Foreign Language

Teaching ISSN: 2537 - 1754ISSN-L: 2537 - 1754Available on-line at:
www.oapub.org/eduCopyright © The Author(s). All Rights Reserved.© 2015
2017 Open Access Publishing Group 136doi: 10.5281/zenodo.437574
Volume 2 Issue 1 2017 A CRITICAL REVIEW OF RESEARCH ON
CURRICULUMDEVELOPMENT AND EVALUATION IN EL, Anadolu
University, Turkey
Ebenezer Appah Bonney, Daniel F. Amoah, Sophia A. Micah, Comfort

Ahiamenyo, Margaret B. Lemaire. The Relationship between the Quality of
Teachers and Pupils Academic Performance in the STMA Junior High
Schools of the Western Region of Ghana. Journal of Education and Practice
www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6,
No.24, 2015
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice.

New York, NY: Teachers college press.
Learner Diversity in Inclusive Classrooms: The Interplay of Language of

Instruction, Gender and Disability Mwajabu K. Possi, and Joseph Reginard
Milinga (2017). Malaysian Online Journal of Educational Sciences.
https://files.eric.ed.gov/fulltext/EJ1150435.pdf
Merfat Ayesh Alsubaie (2016). Curriculum Development: Teacher Involvement

in Curriculum Development. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.9, 2016.
https://files.eric.ed.gov/fulltext/EJ1095725.pdf
M. L. Niess, “Preparing teachers to teach science and mathematics with technology:

developing a technology pedagogical content knowledge,” Teaching and
Teacher Education, vol. 21, no. 5, pp. 509–523, 2015
Muhammad Akram (2019). Relationship between Students’ Perceptions of Teacher

Effectiveness and Student Achievement at Secondary School Level. Bulletin
of Education and Research August 2019, Vol. 41, No. 2 pp. 93-108
Obaob G. and Moneva J. (2014). PERFORMANCE ASSESSMENT

AND EVALUATION: MEASURING SUCCESS AND ACHIEVEMENT. Cebu,
Philippines. European Scientific Journal November 2014 edition vol.10, No.31
ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 307
Patankar P. and Jadhav M. (2013). ROLE OF TEACHERS’ IN

CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION. 2013
Conference: For National conference on Challenges in Teacher Education,
Physical Education and Sports At: Kolhapur, Maharashtra, India (416004)
Volume: I
https://www.researchgate.net/publication/
258023165_ROLE_OF_TEACHERS'_IN_CURRICULUM_DEVELOPMENT_
FOR_TEACHER_EDUCATION
Pierron L. (2019). Curriculum Planning Process & Development.

Study.com.https://study.com/academy/lesson/curriculum-planning-process-
development.html
Handler, B. (2010). Teacher as curriculum leader: A consideration of

the appropriateness of that role assignment to classroom-based practitioners.
International Journal of Teacher Leadership. Volume 3. ISSN: 1934-9726.
Reform Support Network. (2014). Race to the top at a glance: Evaluations of teacher
effectiveness: State requirements for classroom observations.
Statistics. Informed Decision using Data by Michael Sullivan, III,. Fifth Edition
The Education Alliance Brown University, (2020). Teaching Diverse Learners.

https://www.brown.edu/academics/education-alliance/teaching-diverse-
learners/literature-review-0
tylerclementi.org (2021). Modernizing Schools for Inclusion.

https://tylerclementi.org/safeclassrooms/?
gclid=Cj0KCQjwppSEBhCGARIsANIs4p6exITnk739xfXqr1ZteMhnDZqiPdTr9
pOqCjA1EHAjEu0hR8vnyv4aAn5uEALw_wcB
Yuan H. (2017). Preparing Teachers for Diversity: A Literature Review

and Implications from Community-Based Teacher Education. Higher
Education Studies
Zhang (2018). University of New South Wales, Sydney, Australia.

http://reforma.fen.uchile.cl/Papers/The%20impact%20of%20student
%20experiences%20with%20diversity%20on%20developing%20graduate
%20attributes%20-%20Denson,%20Zhang.pdf
Links
http://www.depedbataan.com/resources/41/manual_for_managers.pdF
https://www.deped.gov.ph/2018/10/03/rpms-ppst-helping-teachers-improve-delivery-
of-quality-basic-education/
http://www.bsu.edu.ph/sites/default/files/SPMS%20FINAL%20with%20BOR
%20approval%20-%20Sep%2024.pdf
https://www.emerald.com/insight/content/doi/10.1108/BPMJ-05-2017-0102/full/html
https://www.researchgate.net/publication/322085911_Preparing_
Teachers_for_Diversity_A_Literature_Review_and_Implications_from_Comm
unity-Based_Teacher_Education
https://www.researchgate.net/publication/280735387_Literature_review_on_
the_experiences_of_Pasifiika_learners_in_the_classroom

Montano Ricky Thesismanuscript1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Montano Ricky Thesismanuscript1

Uploaded by

Copyright:

Available Formats

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES i

RELATIONSHIP BETWEEN JUNIOR HS TEACHERS’ SCORES ON

In Partial Fulfilment of the Requirements for the Degree

This thesis, RELATIONSHIP BETWEEN JUNIOR HS TEACHERS’ SCORES

CARMENCITA L. CASTOLO, DEM

DENNIS O. DOMRIQUE, DEM JACKIE D. URRUTIA, Ph,D

MINNA L. COMUYOG ,DEM

CARMENCITA L. CASTOLO, DEM DENNIS O. DOMRIQUE, DEM

JACKIE D. URRUTIA, Ph,D

MINNA L. COMUYOG ,DEM

Gratefulness goes as well to the Schools Division Office of Mandaluyong City

Acknowledgement and gratitude also to all my colleagues who always been

JUNIOR HS TEACHERS’ SCORES ON THE RESULT-BASED PERFORMANCE

MANAGEMENT SYSTEM (RPMS) AND STUDENT ACADEMIC ACHIEVEMENT: BASIS

FOR TEACHER’S DEVELOPMENT PLANS for the degree, Masters in Educational

referencing and acknowledgement were made.

Title : RELATIONSHIP BETWEEN JUNIOR HS TEACHERS’ SCORES

Researcher : Ricky C. Montano

Degree : Master’s in Education Management

Institution : Polytechnic University of the Philippines

Adviser : Dr. Carmencita L. Castolo

revealed general average of 89.93 which means an outstanding academic achievement.

strategies of attainment data to support learner progress and achievement.

Keywords: academic achievement, curriculum, diversity, environment, learners,

Certification and Approval Sheet ii

Table of Contents vii

List of Figures xii

1 The Problem and Its Setting

Statement of the problem 9

Scope and Limitations of the study 10

Significance of the study 10

The Result-Based Performance Management System 15

Teaching Learning Process, Content Knowledge and

Learning Environment and Diversity of Learners 22

Curriculum and Planning 26

Assessment and Reporting 32

Student Academic Achievement 34

Relationship between teacher Observation score

and Students’ Achievement 36

Teacher Evaluations Promoting Student Growth

Effective Coaching and performance Feedback 43

Impact of result-based performance management system

on the teachers’ attitude 44

Synthesis of the Reviewed Literature and Studies 46

Population, Sample Size, and Sampling Technique 51

Data -Gathering Procedure 52

4. Result and Discussion

Teachers’ Observation Scores on Content

Knowledge and Pedagogy 55

Teachers’ Observation Scores on Learning

Environment and Diversity of Learners 57

Teachers’ Observation Scores on Curriculum

Teachers’ Observation Scores on Assessment

Student Academic Achievement 61

Significant Relationship between Teachers’

Observation Scores in the RPMS and 62

5. Summary of Findings, Conclusions, and Recommendation

Appendix 1: The Philippine Professional Standards for

Appendix 2: The 7 Domains Collectively Comprise 37 Strand

That Refer to more Specific Dimensions of Teachers Practices 84

Appendix 3: The Result-based Performance Management

Appendix 4: The Result- based Performance Management

System Means of Verifications (MOVs) and Performance