The Implementation of Results-Based Performance Management System in Public Elementary Schools

Abstract

The main purpose of this study was to identify the implementation of Results-Based Performance Management System (RPMS) in the public elementary schools in the Schools Division of Ifugao. The Stufflebeam’s Context, Input and Process model was used to identify the implementation of RPMS. The respondents were randomly selected. A total of 466 individuals were the respondents of this study. Survey questionnaire was the main instrument of data collection. The analysis of quantitative data was carried out using a weighted mean and Kruskal-Wallis test to achieve the objectives of the study. Results revealed that the Results-Based Performance Management System (RPMS) as a tool for performance management system in the public elementary schools in the Schools Division of Ifugao was highly implemented. Generally, the implementation of the four phases in RPMS were also highly implemented. Furthermore, there were significant differences in the perceived extent of implementation and the four phases of RPMS. It is then recommended that shared responsibility and agreement both rater and ratee in tracking and recording important events through utilizing the Performance Monitoring and Coaching Form (PMCF) must be consistently observed and properly recorded. Mentoring and giving feedback should be a continuous process and will therefore provide by the rater to improve the work and behavior of ratee. Likewise, strict and consistent compliance of DepEd Order No. 2, s. of 2015 is to be observed in the four phases of RPMS and the role of the Performance Management Team (PMT) ensuring ratees’ performance is properly assessed without any biased must be intensified.