Results-Based Performance Management system (RPMS) - Philippine Professional Standards for Teachers (PPST) Implementation, School Leadership and Teacher’s Performance Towards a School Human Resource Proposed Development Plan
DOI:
https://doi.org/10.5281/zenodo.19894314Keywords:
Results-Based Performance Management System (RPMS), Philippine Professional Standards for Teachers (PPST), , school leadership, teacher performance, performance appraisal, educational managementAbstract
Performance management systems are important for boosting the efficiency of organizations, especially in education, where the quality of teaching directly impacts student performance. This study took a close look at how the Results-Based Performance Management System–Philippine Professional Standards for Teachers (RPMS–PPST) is being put into practice and how it connects to school leadership and teacher performance in the Division of Schools of Las Piñas City. We used a quantitative descriptive-correlational research design and included 135 Master Teachers, chosen through total enumeration sampling. To gather data, we used a structured questionnaire that evaluated RPMS–PPST implementation through classroom observation tools, portfolio assessment, coaching and mentoring, and performance feedback, along with school leadership practices in instructional efficiency and financial stewardship. Teacher performance was assessed using the Individual Performance Commitment and Review Form (IPCRF). We analyzed the data using statistical tools such as the weighted mean and Pearson product-moment correlation coefficient. The findings showed that RPMS–PPST implementation was extensive, with coaching and mentoring receiving the highest ratings among the four components. School leadership practices were considered highly effective, particularly in terms of instructional efficiency. Most teachers were rated as highly proficient. Additionally, there were significant positive relationships between RPMS and PPST implementation and teacher performance (r = 0.62), school leadership and teacher performance (r = 0.55), and RPMS–PPST implementation and school leadership (r = 0.68). These results suggest that effectively implementing the RPMS–PPST and having strong school leadership are linked to better teaching performance. The study underscores the importance of enhancing performance management systems and leadership practices to improve educational outcomes and recommends the development of a data-driven human resource development plan.
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