Abstract:
The main problem of this study is to find out whether there is a significant relationship between JHS teachers' scores on RPMS and student academic achievement. Respondents were selected through a random sampling technique, for the sample size Cochran's Sample size formula was utilized, 96 teacher respondents and 96 students were selected from the integrated schools of the 2nd district of schools division office of Mandaluyong, City. The study revealed that teacher respondents obtained very satisfactory grand mean scores on the following g KRAs of RPMS; (1) Content Knowledge and Pedagogy 4.36 VS, (2) Learning Environment and Diversity of Learners 4.23 VS, (3) Curriculum and Planning 4.07 VS, (4) Assessment and Reporting 3.89 VS, while the student academic achievement revealed general average of 89.93 which means an outstanding academic achievement. Although the results of teachers' scores and academic achievement of the students have positive implications, the correlation results of the study revealed that the overall teachers' RPMS rating was -0.013 which means Very Weak and Inverse Correlation while the p-value result was 0.903 which means Not Significant. The study revealed that there is not enough evidence to show that there is a significant relationship between teachers' overall observation and student achievement based on Content knowledge and pedagogy, Learning environment and Diversity of Learners, Curriculum and planning, and Assessment and Reporting. Moreover, the department needs to promote training and programs that will enhance teachers' skills in the different assessment and evaluation strategies of attainment data to support learner progress and achievement.
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