RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS) AS PERCEIVED BY EXPERIENCED TEACHERS IN THE DIVISION OF LUCENA CITY

This study investigated the personal and professional profile of the respondents, the factors affecting the performance of teachers in attaining the goals and objectives of Results-Based Performance Management System (RPMS). Using descriptive research, a survey was conducted among the 100 respondent teachers from the four districts of the Division of Lucena City who were chosen randomly to answer the questionnaire. Ten experienced teachers were also purposively chosen for the interview. Frequency, weighted mean, t-test and ANOVA were used as statistical treatments. Results showed that the teacher-respondents regarded students’ absenteeism as the factor most often affecting the performance of teachers in attaining the goals and objectives of the RPMS. They were strongly aware that with the implementation of the RPMS, they will be open to learning new things, find opportunities to develop their skills and grow professionally, define and redefine their job as a teacher, and know what is expected to do. The teachers understand that the new system requires regular and specific feedback on their performance and the ratings which may be linked to Performance Based Bonus. Their perceptions also differed when they are grouped as to age and work experience. They believed that RPMS is almost the same as the CB-PAST and PAST and that objectives can be followed and attainable in a year since it is self-made, but being affected by different factors in attaining the set objectives.