COMPARATIVE ANALYSIS OF CB-PAST AND RPMS: QUANTITATIVE EVIDENCE ON THEIR IMPACT ON TEACHERS' PERFORMANCE IN PUBLIC SCHOOLS

Education

Teacher performance appraisal is essential for educational quality, ensuring that teachers meet evolving instructional and professional standards. This study explores the comparison of the Competency-Based Performance Appraisal System for Teachers (CB-PAST) and the Results-Based Performance Management System (RPMS) in the analysis of their impact on teacher performance in public schools. This study employed a descriptive correlational design, a methodological approach that aims to systematically describe the characteristics of a population while examining the relationships between variables without manipulating. The study involved 232 elementary teachers from Prosperidad District, Agusan del Sur Division, employing quantitative method to examine the effectiveness of both systems through a validated questionnaire and analyzing them using statistical tools such as frequency count, percentage, mean, standard deviation, and Pearson correlation. Results revealed that there was a highly significant difference in the implementation of the Competency-based Performance Appraisal System for Teachers (CB-PAST) and the Results-based Performance Management System (RPMS), with a computed t-value of 12.68 and a p-value of 0.000. This statistical outcome indicates that teachers clearly perceive RPMS as substantially different and more effectively implemented compared to the older CB-PAST framework. These findings reveal significant differences in the structure, implementation, and perceived effectiveness of the two systems. While CB-PAST emphasized competencies and developmental feedback, RPMS aligns performance with organizational goals through measurable indicators linked to the Philippine Professional Standards for Teachers (PPST). The study concludes that RPMS offers a more structured and goal-oriented approach, contributing positively to accountability and teacher development, although challenges in implementation persist. Recommendations include enhanced capacity-building programs, clearer guidelines, and regular system evaluations to ensure both teacher growth and improved educational outcomes.

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