Fs 103 Research Paper-Cruz, Richard, Sta - Maria

Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, Manila
GRADUATE SCHOOL
Implementation of Performance-Based
Management System (RPMS) and its Mode of Verification
(MOV's) in the Performance of the Teachers: Inputs for and
Intervention Plan
A thesis
Presented to the Faculty of the Graduate School
Eulogio “Amang” Rodriguez Institute of
Science Technology
In partial fulfillment
of the Requirement for Degree
Master of Art in Education
Major in Administration and Supervision
By
RICHARD SM.CRUZ
2021
GRADUATE SCHOOL
TABLE OF CONTENTS
LIST OF TABLES vi
LIST OF FIGURES ix
CHAPTER
1. The Problem and Its Background 1
Introduction 1
Theoretical Framework 6
Conceptual Framework 7
Statement of the Problem 8
Hypothesis 10
Scope and Limitation of the Study 11
Significance of the Study 12
Definition of Terms 14
2. Review of Related Literature and Studies
Local Literature 16
Foreign Literature 17
Local Studies 17
Foreign Studies 18
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Synthesis 20
3. Methodology of Research 22
Research Design 22
Population and Sampling 22
Respondents of the Study 23
Research Instrument 23
Data Gathering Procedures 23
Statistical Treatment of Data 24

GRADUATE SCHOOL 1
CHAPTER 1
The Problem and Its Background

Introduction
The Philippines Professional Standards for Teachers (PPST)
designed the Results-Based Performance Management System
(RPMS), which was just passed into law by the Department of
Education through DepEd Order No. 42, s. 2017. The last
school year, 2018-2019, was the first implementation of such
a rating tool.
I am conducting this research to tackle the status of
a performance-based management system (RPMS) and its mode of
verification in the teachers' performance: inputs and
intervention. This study aims to promote and develop
projects and programs that will help instructors improve and
equip themselves in the KRAs (Key Result Areas). There were
survey questionnaires given to the teachers. They have to
rate themselves if they applied all the KRAs, including the
mode of verification included in the RPMS tools on the
teacher's performance throughout the school year. Following
that, the researcher will compile and analyze the data.
Through the survey results, the researcher will devise

GRADUATE SCHOOL 2
initiatives and programs to meet the needs of
every instructor dealing with the RPMS.
It is imperative to say that nowadays, a student learns
and gets the best education in school because the government
had set standards that require the different administrators
to hire the best and qualified teacher applicants. To be
eligible to teach, the teacher must complete an online
application process and meet specific criteria.
In compliance with Civil Service Commission Memorandum
Circular No. 06, s. 2012, or the Strategic Performance
Management System (SPMS),), the Department of Education
issued The Department of Education's Guidelines for
Establishing and Implementing a Results-based Performance
Management System (RPMS) in 2015. Through the RPMS, DepEd
ensures that work efforts focus on achieving its vision,
mission, values, and strategic priorities toward delivering
quality educational services to Filipino learners. The
recommendations describe the techniques, criteria, and
processes for setting performance goals, monitoring,
evaluating, and planning future progress.
It aims to provide feedback on employees' work progress
and accomplishments based on clearly defined goals and

GRADUATE SCHOOL 3
objectives and track achievements against
objectives to determine appropriate corrective actions if
needed. The teachers to understand how their work fits in
with others, the purposes of their work unit.
For several years the assessment tool used to measure
the effectiveness of the teachers has undergone a series of
revisions. From DepEd Order No. 27, s. 2002 2012, or the
Strategic Performance Management System (SPMS), guarantees
that employees work efficiently, on time, and to a high
standard. Through DepEd Memorandum No. 306, s. 2009 up to
the latest Teacher Performance Tool, the Result Based
Performance System (RPMS). In response to the demand from
the field, the Philippine National Research Center for
Teachers Quality (RCTQ) led the development of RPMS for
teachers and school heads following the PPST standards. This
part comprises RPMS tools such as Classroom Observation
Tools (C.O.T.) and Self-Assessment Tools (S.A.T.).
The RPMS tools pertain to the two different teacher
performance assessment instruments; for Teachers I to III,
they are classified as Proficient Teachers. Another is for
Master Teachers I-IV, considered as Highly Proficient
Teachers. The duties and obligations of teachers are

GRADUATE SCHOOL 4
defined. The Key Results Area (KRA) outlines
precise goals that must achieve, and it should be on the
MOVs (Modes of Verifications) that will serve as proof of
achievement. The Key Results Area (KRA) specifies specific
registration with the MOVs (Modes of Verifications) to prove
achievement. The researcher also stated that this new
teacher rating tool would have been highly beneficial if
teachers have sufficient time and proper orientations on how
to deal with it and accomplish and achieve the goals. The
researcher further believed that this new rating tool for
teachers would be of immense help, given ample time and
proper orientations among teachers regarding how they will
deal with it and how to achieve and accomplish the
objectives. However, the researcher also believed that the
teacher was able to perform their task. They must be valued
and considered their welfare together with the learners on
the whole learning process. So I came up with this
study, which will help us identify the implementation of
RPMS to the teachers' performance. This study aims to
strengthen every teacher's high competence by providing
transparent programs and projects to assist them in
performing their duties and responsibilities.

GRADUATE SCHOOL 5
Background of the Study
This study involves the researcher, the school
principal, and the 31 teachers of F.V.R. Phase 2 Elementary
School teachers who are the study respondents. The current
scenario and insights regarding the first implementation of
the RPMS from the previous school year pushed the researcher
to conduct and implement the study.
Sourcing of the data through the survey questionnaire
made localized by the researcher to give relevant results.
Theoretical Framework
Based on the Performance Management System Control
Theory, managers should provide precise and complex goals
for staff to increase their performance, according to Dizon
et al. (2018). When there is clear feedback and standards to
follow, employees have the opportunity to fix their
mistakes. As a result of the implications of the theory, the
research paradigm was created, which was inspired by
Stufflebeam's (1983) Context-Input-Process-Output (CIPP)

GRADUATE SCHOOL 6
system analysis of performance assessment as a
reflection of organizational effectiveness and efficiency.
Conceptual Framework
Input Process Output
Implementation
Implement Improved the
of the Results- implementation

ation of RPMS
Based of RPMS in the
on the
Educational
GRADUATE SCHOOL 7
Figure 1. Conceptual Framework of the Study
Figure 1. I.P.O. Process
The first frame focuses on the impact of RPMS on teacher
performance: Inputs for and Intervention Plans. The researcher

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will conduct a survey and examine the results to
obtain a wide range of data to make a study credible and valid.
The outcome of the study, or the findings based on the acquired
data, is referred to as the output. On the feedback, the
researchers will create a series of assessments through
interviews.
Statement of the Problem
This study aims to determine the implementation of
Result-Based Performance System (RPMS) in the teachers'
performance: Inputs for and intervention plan.
To be specific and reliable, this study seeks to answer
the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2. Gender
1.3. Position
1.4. Educational attainment
1.5. IPCRF rating for the S.Y. 2020-2021
2. Does applying content knowledge across and within the
curriculum make learning more meaningful and effective?

GRADUATE SCHOOL 9
3. Will adopting a variety of instructional
styles help students improve their reading and numeracy
skills?
4. Is it essential to establish a learning-focused setting
by using positive and non-violent discipline?
5. Will individualize, developmentally appropriate learning
experiences provided by the teachers meet the gender,
needs, abilities, interests, and needs?
6. Is the implementation of developmentally sequence
teaching and learning experiences will meet the
curriculum requirements and varied teaching context?
7. Does the teacher need to select, design, organize, and
apply appropriate teaching and learning materials,
including I.C.T., to meet learning goals?
8. Does the teacher have to design, select, organize, and employ
diagnostic, formative, and summative assessment procedures to
meet the curriculum's requirements?
9. Will controlling classroom structure engage learners in
meaningful exploration, discovery, and hands-on activities in
various physical learning situations, whether individually or
in groups?
Hypothesis:
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1. The profile of the respondents has no
significant effect on their performance in the R.P.M.s.
2. Applying content across and within the curriculum has no
noticeable impact on making learning more meaningful and
effective.
3. Using various teaching styles has no observable
influence on the mastery of literacy and numeracy
capabilities among students.
4. Using positive and non-violent discipline has little or
no substantial impact on a learning-focused atmosphere.
Teachers' differentiated, developmentally appropriate
learning experiences do not affect learners’ gender,
needs, strengths, interests, and experiences.
5. Using developmentally sequenced teaching and learning
experiences has no significant effect on achieving
curriculum requirements in various instructional
situations.
6. To select relevant teaching and learning materials,
including I.C.T., selecting, producing, organizing, and
using resources has no substantial impact on achieving
learning objectives.
GRADUATE SCHOOL 11
7. Designing, selecting, organizing, using
diagnostic, formative, and summative assessment strategies
do not affect curriculum consistency.
8. Managing classroom structure seemed not to affect learners'
engagement in meaningful exploration, discovery, and hands-
on activities in various physical learning activities,
whether individually or in groups.
Scope and Limitation
This study will use 31 teachers of FVR Phase 2 Elementary
School as respondents.
The study specifically focuses on the following aspects:
1. On the profile of the respondents
2. On applying the knowledge of content within and across
the curriculum
3. On using a range of teaching strategies on numeracy and
literacy skills
4. On applying positive and non-violent discipline
5. On the teachers' differentiated; developmentally
appropriate learning experiences
6. On the implementation of developmentally sequence
teaching and learning experiences

GRADUATE SCHOOL 12
7. On selecting, developing, organizing, and
uses appropriate teaching and learning resources,
including I.C.T.
8. On Designing, selecting, organizing, using diagnostic,
formative, and summative assessment strategies.
9. On managing classroom structure
Significance of the study
Cognizant to the implementation of Result-Based
Performance Management System (RPMS): Inputs for and
Intervention Plan. This study will be significant to the
following.
To the Researchers. This study will be more relevant
for us by knowing the intervention plan and inputs on the
implementation of RMPS and its mode of verification to the
teacher's performance. From these interventions, we can set
new standards that are responsive to the demands of
education today. We as the teachers will be more aware of
our strengths and weakness that needs to develop during
teaching-learning process and further professional growth
and development activities.

GRADUATE SCHOOL 13
To the Respondents. We as the teachers will
be more aware of their strengths and weakness that needs to
develop during teaching-learning process and further
professional growth and development activities. It serves as
a guide for accomplishing the RPMS portfolio and IPCRF form
with clear objectives that help them develop not in the
capacity of the mind to perceive and understand critically
but also to develop a good behavior that significantly
influences their performance.
To the School. The essential function of this
research, it can use as a criterion in hiring a teacher
based on the standards stated in the R.P.M.s. It will
serve as the quality assurance for the ranking of teachers.
To the School Administrator. Through this research, the
school can formulate a new Annual Implementation Plan
(A.I.P.) for teachers to accomplish RPMS that will serve as
a basis for in-service training, school learning action
cell, action research, and other professional growth and
development activities. This study recommends some
intervention plan in achieving an outstanding rating in the

GRADUATE SCHOOL 14
Individual Performance and Commitment and Review
Form (IPCRF) as supported by the RPMS Portfolio.
Definition of Terms
The following terms are defined to provide a clear
understanding of the research.
Philippines Professional Standards for Teachers (PPST)
comprised the complete competency that guarantees a
manifestation of globally best teaching practices (EMEJIDIO
C. GEPILA JR, 2019)
Key Result Area (KRA). Key Result Areas (KRAs) refer to
a shortlist of overall goals that guide how individuals do
their job or general achievement and progress goals for an
organization or its divisions.
Performance Appraisal System for Teachers (PAST).
Teacher appraisal typically has two primary purposes. First,
it seeks to improve teachers' practice by identifying
strengths and weaknesses for further professional
development – the improvement function.
Competency-Based Performance Appraisal System for
Teachers (CB-PAST). Defined under personal effectiveness,
team effectiveness, and result expectation (Chan, 2006) .

GRADUATE SCHOOL 15
appraisal requires matching in job descriptions and
training of appraisers in the interview skills needed to elicit
evidence that staff behaviors were consistent with the
competencies of each role and their ultimate aim being support of
the corporate culture and core values (Price 2007).
Mode of Verifications. The documents we collect over
the implementation period to the last day prove that
activities are complete, objectives and outputs are
achieved, and the project outcome has been attained.
A research paradigm. An approach or a model or a
pattern to conduct research. It is a framework of thoughts
or beliefs, or understandings within which theories and
practices operate.
GRADUATE SCHOOL 16
CHAPTER 2
Review of Related Literature and Studies

Local Literature
The value of a performance management system
recognized when employee performance increases positively
impact organizational performance. As a result, applying a
performance management system to improve employee
performance is a technique for improving operational
efficiency. In the Department of Education (DepEd), a
Philippine government agency in charge of securing access ,
promoting equity, and improving the quality of healthcare,
primary education, the Results-Based Performance Management
System (RPMS) used as a tool for both teachers and non-
teaching personnel to track their performance. The RPMS is a
company-wide procedure that ensures staff are focused on
achieving the Department of Education's vision, mission,
values, and strategic priorities.. It also provides a tool
for organizing, monitoring, and measuring performance and
identifying human resource and organizational development
requirements. Marijune M. Munsayac, Josephine Padilla, and
Maria Cecilia G. Pascual. Arvin D. Dizon, Anthony B. San
Pedro, Marijune M. Munsayac, Josephine Padilla, and Maria

GRADUATE SCHOOL 17
Cecilia G. Pascual,(2018)on the Level of
Implementation of the Result-based Performance Management
System in DepED, Division of Gapan City, Philippines.
Foreign Literature
Every firm has a performance management system intended
to accomplish several critical human capital management
goals. Effectiveness of Performance Management Systems and
Reward Practices (Lawyer III, 2003). Motivating performance,
supporting individuals to improve their abilities, fostering
a performance culture, determining who will be promoted,
eliminating poor performers, and facilitating the
implementation of corporate strategy are all common aims.
Local Studies
The said performance management system with the
Strategic Performance Management System (SPMS) of the Civil
Service Commission (C.S.C.), a government agency in the
Philippines responsible for civil service. The rules for
implementing the SPMS in all government entities are
outlined in the C.S.C. Memorandum Circular (MC) No. 06,
2012. The SPMS focuses on the strategic alignment of the
agency's thrusts with the day-to-day operations of the units
and individual employees.

GRADUATE SCHOOL 18
It focuses on performance vis-á-vis
realized target, employee output, and collective performance
of the group. The RPMS, as its SPMS, DepEd, strengthens the
agency's culture of performance and accountability while
upholding its organizational mandate, vision, and mission.
The Department believes that there is a need to link
corporate goals and performance measurement. The system of
measurement is essential to track individual performance and
its contribution to overall goals. Moreover, cascading the
accountabilities to the entire agency, units, department,
and own employees creates a factual basis for performance
targets. The SPMS is linked with the RPMS to ensure
adherence to the principle of performance-based tenure and
incentives. Arvin D. Dizon, Anthony B. San Pedro, Marijune
M. Munsayac, Josephine Padilla, and Maria Cecilia G.
Pascual. (2018).
Foreign Studies
This theory aims to keep a performance management system in
place in a specific institution, which defines the types of
control between the organization and its systems. According
to the Control Theory of Performance Management System,
activities should coincide with the overall goals of a

GRADUATE SCHOOL 19
specific organization. It can be behavioral and
organizational. Furthermore, this theory has three types of
control systems, first is the behavior control. Secondly,
the basis of reward is the outcome of the performance, which
is the output control. Lastly, it focuses on developing
training and individuals' competence which is the input
control system. The organizations can utilize any or a
combination of different models in the control system from
these three systems. (Walter Reckless, 1973)
Synthesis
As stated in the Department of Education's Level of
Implementation of the Result-Based Management System, the
objective of the performance management program is to
enhance employee performance, which in turn improves
organizational performance. As a result, implementing a
performance management process to enhance employee
performance is a technique to improve business performance.
Arvin D. Dizon, Anthony B. San Pedro, Marijune M. Munsayac,
Josephine Padilla, and Maria Cecilia G. Pascual (2018).
The Civil Service Commission's (C.S.C.) Strategic
Performance Management System (SPMS) is a government agency

GRADUATE SCHOOL 20
in the Philippines responsible for civil service.
It concentrates on performance metrics such as achieved
targets, staff production, and the group's overall
performance.
Based on the study of Reward Practices and Performance
Management System Effectiveness, virtually every firm has a
performance management system expected to achieve numerous
critical human capital management objectives (Lawyer III,
2003).
Furthermore, the Control Theory of Performance
Management System believed that the actions of each of the
systems should agree with the overall goals of a particular
organization. This theory deals with control mechanisms set
at all levels of an organization. It could be behavioral or
organizational, with goals aligned with the organization's
goals and objectives. It has three types of control systems:
the first is the behavior control system, which benefits
good work while punishing actions that are counter to group
goals; the second is the output control system, which
focuses on the development of training and individual
competence; and the third is the input control system, which
focuses on the development of training and personal

GRADUATE SCHOOL 21
competence. These studies share some insights
about the importance of setting goals and standards in a
workplace that may encourage the employee to do their job
wholeheartedly. It is essential to have a leader who is
attentive to their institutions' requirements by clearly
stating their vision, mission, goals, and objectives.

GRADUATE SCHOOL 22
CHAPTER 3
Methodology of the Study
This chapter presents the research design, respondents,
instruments, sources of data, and procedure for treating
the study's data.
Research Designs
A descriptive survey method will be used in this
research. It requires a questionnaire and scrutiny.
Implementation of Performance-Based Management System
( RPMS) and its Mode of Verification in the Teachers'
Performance: Inputs for and Intervention Plan.
Population and Sampling
There is no sampling method used in this study. In
this procedure, every member of the population has an
equal chance of being selected. Your sampling frame
should include the whole population.
Respondents of the Study
Thirty-one (31) or 100% of VFR Phase 2 Elementary
teachers will be selected for the school year 2020-2021
as the respondents of this study.

GRADUATE SCHOOL 23
Research Instrument
The sample questionnaires were then
administered to all F.V.R. Phase 2 Elementary School
teachers, District of Norzagaray West, Division of Bulacan.
Data Gathering Procedures
Before administering the questionnaire, I will present
a formal letter of request permitting the researchers to
conduct the study to the school principal. Upon approval,
the researchers started to administer the questionnaires.
After administering the questionnaires, the respondents
who answered the specific questions were tabulated and
presented in the distribution table. They were analyzed and
interpreted using suitable answers.
Sources of Data
The sources of data are:
1. The questionnaires consist of questions relative to the
implementation of RPMS in the performance of the
teachers: inputs for and intervention plan.
2. Record the teachers' age, gender, educational background,
R.P.M.s portfolio, individual performance commitment and
review form, and classroom observation.

GRADUATE SCHOOL 24
Statistical Treatment of Data
The following steps were following in treating the
data of the study:
1. To present the profile of the respondents in terms of
gender, age, subject taught, position, educational
background:
P = n/N x 100%
where: P = Percentage
n = small portion of the population
N = total number of the respondents
2. Weighted Mean
To present the status of implementation of RPMS in the
teachers' performance, including the inputs such as RPMS
portfolio, individual commitment, review form, and classroom
observation. The scale, along with the corresponding
descriptor and equivalent, is presented below.
Rating Scale Range of Descriptor Equivalent

Weighted
Mean
5 4.51-5.00 Strongly Very High

Agree
GRADUATE SCHOOL 25
4 3.51-4.50 Agree High
3 2.51-3.50 Uncertain Moderately High
2 1.51-2.50 Disagree Low
1 1.00-1.50 Strongly Very Low

Disagree
Formula: WM = Σ FW /N where: WM = weighted mean
Ʃ = sum of weighted means
N = total number of
respondent.
GRADUATE SCHOOL 26
References:
Asadi, M., Reza, G., Akbari, R. & Ghafar, R.

(2016). Program evaluation of the New English
Textbook (prospect 1) in the Iranian Ministry of
Education. Theory and Practice in Language Studies,
6(2), 291-301.
Mentzas, G. (2006), "Competency-based management: a
review of systems and approaches
Araneta, Lenny R.; Catalan, Ruby D.; Martir, Erly M,
(2020) “Administrative Support and Teaching Quality:
Inputs to Professional Development Program.” Journal
of Higher Education Theory & Practice. 2020, Vol. 20
Issue 6, p94-101. 8p.
Civil Service Commission (2012). C.S.C. Memorandum

Circular (MC) 06 s. of 2012 (Guidelines for the
Establishment and Implementation of Agency Strategic
Performance Management System)
Department of Education (2015). DepEd Order No. 2

Guidelines on the Establishment and Implementation
of the Department of Education's Results-Based
Performance Management System (RPMS)
D.L. Stufflebeam (1983). Program Evaluation Using the

CIPP Model. Evaluation Models is a chapter in the
book Evaluation Models. Vol. 6 of Evaluation in
Education and Human Services.
RA 10912, “An act mandating and strengthening the

continuing professional development program for all
regulated professions,” Creating Continuing
Professional Development Council and Appropriating
Funds Therefore and for Other Related Purposes,
Manila, Philippines, 2015
GRADUATE SCHOOL 27
CURRICULUM VITAE
RICHARD STA.MARIA CRUZ

1665 Curvada, Minuyan, Norzagaray, Bulacan
09675843815
[email protected]
CAREER OBJECTIVE:
 To provide quality instruction responsive to the demands of education today.

 To be able to expand and improve my knowledge in teaching the subject matter.
 To be able to share my values and best practices in the workplace.
EDUCATIONAL ATTAINMENT:
2019 – Present Master of Arts in Education Major in Special Education

Graduate Program Eulogio “Amang” Rodriguez Institute of Science and Technology
2013-2017 Bachelor of Elementary School

Tertiary Norzagaray College
Norzgaray, Bulacan
2009 - 2013 Minuyan, National High School

Secondary Norzagaray, Bulacan
2004 –2009 Timoteo Policarpio Memorial Elementary School

Primary Norzagaray, Bulacan
PERSONAL BACKGROUND:
Date of Birth : July 3, 1997

Place of Birth : Norzagaray, Bulacan
Gender : Male
Civil Status : Single
Citizenship : Filipino
Religion : Christian
GRADUATE SCHOOL 28
PRC License No. : 1600766
SPECIAL SKILLS:
Good in communication skills – Speaking and Writing

Basic Microsoft Office Applications and Google Productivity
Broadcasting
Module Writing
School Paper Adviser
Script Writing for a story, video lesson, and S.L.K.'s
SEMINARS ATTENDED:
 School Learning Action Cell on Revisiting the RPMS under New Normal. (January
20, 2021)
 School In-Service Training on Contents and Pedagogy in Home Economics. (March
18, 2021)
 School In-Service Training on Interventions for Bridging Learning Gaps. (March 18,
2021)
 District Online Capacity Building on Learning Delivery Modalities Course 2 for
Instructional Coach and Teachers (Modules 1-5) (September 1-4, 2020)
 District Online Capacity Building on Hosting Webinar, Math Vedic, Computing
Math Problems Using Calculator, and Video Lesson. (September 8-10, 2020)
 District Online Capacity Building for Teacher Under New Normal. (August 24 for
Teacher under New Normal. (August 24, 25, and 26, 2020)
 School Learning Action Cell on Orientation on E-IPCRF via Google Meet. (July 24,
2020)
 Cluster Training Workshop on the Pedagogical Retooling and Critical Content in the
Kto12 Araling Panlipunan (A.P.) Grade 4, 5, and 6. (October 24, 2019)
 Division Online Capacity Building for Qualified Teacher-Talents for Synchronous
and Asynchronous Distance Learning. (February 26, 2021)
 2019 District Sudoku for Teachers. (February 8, 2019)
 2019 District Presentation and Validation of Researches, Continous Improvement
Project and S.L.K.(March 7,8,14,15,19, 20, 2019)
 2019 District Seminar/ Training on Making Big Books and Self Learning kits.
Division Training Workshop on Contextualization of Learning Materials in
Edukasyon sa Pagpapakatao.( January 28-31).
GRADUATE SCHOOL 29
PROFESSIONAL WORK EXPERIENCE:

S.Y. 2018 – present FVR PHASE 2 ELEMENTARY SCHOOL
Mathematics and Values Teacher
CHARACTER REFERENCES:
JENNIFER E. CASTILLO
Principal III
FVR PHASE 2 ELEMENATRY SCHOOL
MAIDA S. PASCUAL
Master Teacher I
FVR PHASE 2 ELEMENATRY SCHOOL
FIA ANN PASCUAL

Administrative Officer II
District of Norzagaray West
I hereby certify that the above information is true and correct to the best of my knowledge
and belief.
__________ _____________________
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Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

Management System (RPMS) and its Mode of Verification

(MOV's) in the Performance of the Teachers: Inputs for and

Presented to the Faculty of the Graduate School

Eulogio “Amang” Rodriguez Institute of

of the Requirement for Degree

Master of Art in Education

Major in Administration and Supervision

1. The Problem and Its Background 1

Statement of the Problem 8

Scope and Limitation of the Study 11

Significance of the Study 12

2. Review of Related Literature and Studies

Population and Sampling 22

Respondents of the Study 23

Data Gathering Procedures 23

Statistical Treatment of Data 24

The Problem and Its Background

The Philippines Professional Standards for Teachers (PPST)

designed the Results-Based Performance Management System

(RPMS), which was just passed into law by the Department of

Education through DepEd Order No. 42, s. 2017. The last

school year, 2018-2019, was the first implementation of such

I am conducting this research to tackle the status of

a performance-based management system (RPMS) and its mode of

verification in the teachers' performance: inputs and

intervention. This study aims to promote and develop

projects and programs that will help instructors improve and

equip themselves in the KRAs (Key Result Areas). There were

survey questionnaires given to the teachers. They have to

rate themselves if they applied all the KRAs, including the

mode of verification included in the RPMS tools on the

teacher's performance throughout the school year. Following

that, the researcher will compile and analyze the data.

Through the survey results, the researcher will devise

initiatives and programs to meet the needs of

every instructor dealing with the RPMS.

It is imperative to say that nowadays, a student learns

and gets the best education in school because the government

had set standards that require the different administrators

to hire the best and qualified teacher applicants. To be

eligible to teach, the teacher must complete an online

application process and meet specific criteria.

In compliance with Civil Service Commission Memorandum

Circular No. 06, s. 2012, or the Strategic Performance

Management System (SPMS),), the Department of Education

issued The Department of Education's Guidelines for

Establishing and Implementing a Results-based Performance

Management System (RPMS) in 2015. Through the RPMS, DepEd

ensures that work efforts focus on achieving its vision,

mission, values, and strategic priorities toward delivering

quality educational services to Filipino learners. The

recommendations describe the techniques, criteria, and

processes for setting performance goals, monitoring,

evaluating, and planning future progress.

It aims to provide feedback on employees' work progress

and accomplishments based on clearly defined goals and

objectives and track achievements against