A DESCRIPTIVE-EVALUATIVE STUDY ON INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) PROFILE OF PROFICIENT TEACHERS AT BISLIG CITY NATIONAL HIGH SCHOOL: BASIS FOR PROFESSIONAL DEVELOPMENT

EDUCATIONAL MANAGEMENT

This study examined the Individual Performance Commitment and Review Form (IPCRF) results of proficient teachers at Bislig City National High School during School Year 2024–2025 as a basis for developing responsive and performance-aligned professional development initiatives. Anchored on the Results-Based Performance Management System (RPMS) and the Philippine Professional Standards for Teachers (PPST), the research employed a quantitative descriptive–evaluative design. The respondents consisted of 57 proficient teachers selected through proportional sampling to ensure adequate representation across teaching assignments and years of service. Data were obtained from teachers’ accomplished IPCRF records and analyzed using descriptive statistics, including frequency distribution, mean, and standard deviation, while selected inferential analyses were utilized to determine variations in performance across demographic variables. Results revealed that teachers attained Outstanding performance ratings in the domains of Content Knowledge and Pedagogy and Learning Environment and Diversity of Learners, reflecting strong instructional competence, effective classroom management, and the ability to address learners’ diverse needs. Meanwhile, Very Satisfactory ratings were observed in Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, and Professional Growth and Development. These findings indicate areas where instructional practices, stakeholder collaboration, and sustained professional learning can be further strengthened. Identified development needs include the enhancement of inclusive and learner-centered instructional strategies, curriculum responsiveness, assessment practices, community engagement, and continuous professional development. The study affirms that while proficient teachers consistently demonstrate high levels of teaching effectiveness, a systematic analysis of IPCRF results is essential in identifying targeted professional development priorities. The findings provide empirical evidence to support the design of data-driven, context-specific professional development intervention plans that are aligned with teachers’ actual performance needs. Ultimately, the study contributes to strengthening school-based professional learning systems and promoting sustained instructional improvement.

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