Title: Exploring the Role of Content Knowledge and Pedagogy in Enhancing Teacher Performance within the RPMS Framework
Authors: Joshua S. Piquero
Volume: 10
Issue: 5
Pages: 6-12
Publication Date: 2026/05/28
Abstract:
This study explored the role of Content Knowledge and Pedagogy in enhancing teacher performance within the Results-Based Performance Management System (RPMS) framework of the Department of Education. Employing a qualitative research design using Moustakas' transcendental phenomenological approach, the study involved ten purposively selected public school teachers from the Cabanglasan II District, Division of Bukidnon, during the school year 2023-2024. Data were collected through in-depth interviews using validated semi-structured guides and were analyzed using Braun and Clarke's thematic analysis. Three key themes emerged: alignment of learning competencies and lesson objectives, feedback mechanisms for effective lesson delivery, and fostering collaboration and peer mentorship. The findings revealed that these practices promote focused instruction, continuous professional growth, and a collaborative teaching environment. The study recommends strengthening school-based mechanisms for lesson alignment, feedback provision, and peer support to sustain high teacher performance under the RPMS framework.