Implementation of the Results-Based Performance Management System: The Perception of Proficient Teachers

Education

The study revealed the perception of proficient teachers in relation to the experiences, challenges, coping mechanisms, insights and recommendation in the implementation of the Results-Based Performance Management System. The study utilized the phenomenological qualitative research design. An in-depth interview was used to gather data and pieces information from the fifteen teachers of Montevista Central Elementary School, Montevista, Davao de Oro, Philippines which were categorized as proficient teachers in the guidelines set by the RPMS. The findings revealed the teachers found the system exhausting, difficult to prepare yet can contribute to the development of teachers. Teachers emphasized on the challenges in their rating and lack of resources. The coping mechanisms stressed were familiarity of the system, being proactive, thinking of the benefits and being proactive. The results on the insights uncovered that it was deemed as taxing yet helpful and a reflection of a teacher’s job. On the other hand, the communicated recommendations were limiting the attachments, simplifying the process and based the system on the capacity of teachers. Hence, it would be very useful that a thorough orientation on its implementation, simplification, precision and limitation of attachments, while considering to make it paperless. This would be an essential step for more teachers to appreciate better the true nature of the implementation of the RPMS which are to help teachers assess themselves to be better, efficient and effective facilitators for a successful teaching-learning process.

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