Implementation of the results-based performance management system and its impact on teacher performance / Fenny I. Abadilla.
Material type:
TextPublisher: Laoag City : [s.n.], 2017Description: xiii, 169 pages : illustration ; 28 centimeterSubject(s): Educational evaluationDDC classification: DIS 370.7 Ab1i 2017 Summary: This study determined the extent to which the Results-Based Performance Management System (RPMS) is implemented in the first district of llocos Sur. Specifically, it described the program's implementation in its four phases: Performance Planning and Commitment, Performance Monitoring and Coaching, Performance Review and Evaluation, and Performance Rewarding and Development Planning as perceived by the 304 randomly selected teachers in the first district of Ilocos Sur and their school
heads. The performance of the teachers under the RPMS was assessed along the four key result areas (KRAs): teaching-learning process pupil/student outcomes, community involvement, and professional growth and development. The teachers performed very satisfactorily along these areas but the biggest contribution to the overall performance rating was from teaching-learning process. Problem in the implementation of the program were also identified and these became the bases for the formulation of a proposed plan for the improved implementation of the performance management system the feasibility of which was assessed by 15 experts from the Schools Division Office of Ilocos Sur. Although many teachers improved in their performance rating with the RPMS because it develops the teachers professionally and challenges them to do their best by making them the managers of their own objectives, goals, targets and competencies, some teachers and school heads found it to be more difficult and time-consuming to accomplish because the phases have to be followed step by step not like the Performance Appraisal System for Teachers (PAST) which took only a single sitting. The proposed collaborative plan designed to remedy the identified weaknesses in the implementation of the four phases of the RPMS and it was assessed by the experts as very feasible and their specific roles very implementable thus contributing to the improvement of teachers' performance and students' learning outcome.
| Item type | Current location | Call number | Status | Date due | Barcode |
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Dissertation
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La Union Provincial Library Dissertation Section | DIS 370.7 Ab1i 2017 (Browse shelf) | Not For Loan | 008126laup |
Bibliography: pages 97-102.
This study determined the extent to which the Results-Based Performance Management System (RPMS) is implemented in the first district of llocos Sur. Specifically, it described the program's implementation in its four phases: Performance Planning and Commitment, Performance Monitoring and Coaching, Performance Review and Evaluation, and Performance Rewarding and Development Planning as perceived by the 304 randomly selected teachers in the first district of Ilocos Sur and their school
heads. The performance of the teachers under the RPMS was assessed along the four key result areas (KRAs): teaching-learning process pupil/student outcomes, community involvement, and professional growth and development. The teachers performed very satisfactorily along these areas but the biggest contribution to the overall performance rating was from teaching-learning process. Problem in the implementation of the program were also identified and these became the bases for the formulation of a proposed plan for the improved implementation of the performance management system the feasibility of which was assessed by 15 experts from the Schools Division Office of Ilocos Sur. Although many teachers improved in their performance rating with the RPMS because it develops the teachers professionally and challenges them to do their best by making them the managers of their own objectives, goals, targets and competencies, some teachers and school heads found it to be more difficult and time-consuming to accomplish because the phases have to be followed step by step not like the Performance Appraisal System for Teachers (PAST) which took only a single sitting. The proposed collaborative plan designed to remedy the identified weaknesses in the implementation of the four phases of the RPMS and it was assessed by the experts as very feasible and their specific roles very implementable thus contributing to the improvement of teachers' performance and students' learning outcome.
CHED-La Union Donation May 29, 2019
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