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| Implementation of Results-Based Performance Management System - Philippine Professional Standards for Teachers and Its Effects on Teachers' Professional Practice |
Laurene Anne R. Caparas, LPT, MAE
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Abstract:
This study aimed at investigating the Implementation of Results-Based Performance Management System Philippine Professional Standards for Teachers and its effect on Teachers' Professional Practice. To attain this aim, the researcher used a sample of ninety-five (95) teachers in District One (1) SDO-Malolos during the academic year 2019-2020. The Level of Implementation of the Results-Based Performance Management System Survey Questionnaire by Arvin Dizon, et.al was used to describe the level of implementation of the Results-based Performance Management System in the following phases: (1) performance planning and commitment, (2) performance monitoring and coaching, (3) performance review and evaluation and performance rewards and (4) development planning. The data data were collected and analyzed statistically through the use of Statistical Packages for Social Sciences (SPSS). Results of the regression analysis revealed an R-square of .069 with a p-value of .634. It means that the independent variable influences the dependent variable by 6.9%. However, the p-value exceeds alpha or the margin of error (p>0.05). Having a closer look to the individual predictors makes one glean that not even one significantly affects the dependent variable. Analysis of the beta coefficients also produce an F-value of 1.643. Since the p-value exceeds alpha (the margin of error), the results are deemed insignificant. It only means that the variables do not affect the dependent variable. Therefore, the researcher accepts the null hypothesis which states that the implementation of RPMS-PPST does not significantly affect teachers professional practice.The study recommended an action plan to enhance strategies, policies, and guidelines in the implementation of the results based performance management system.
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