Competence and Challenges of Public Elementary Teachers on Results-Based Performance Management System (RPMS)
DOI:
https://doi.org/10.64612/ijev.v1i1.50Keywords:
Pedagogical competence, Challenges, Results-Based Performance Management System, Faculty Development Plan, EducationAbstract
This study examined the pedagogical competence levels and challenges of 51 public elementary school teachers at Conel Central Elementary School in implementing the Results-Based Performance Management System (RPMS-PPST). Employing Borg and Gall’s Research and Development (R&D) method, the study utilized embedded mixed-method approach integrating quantitative document analysis and qualitative in-depth interviews. Findings revealed that teachers demonstrated "Outstanding" competence across the RPMS-PPST Key Result Areas (KRAs), with the highest scores in Content Knowledge and Pedagogy and Learning Environment and Diversity of Learners. However, challenges emerged in areas such as professional development, classroom management, curriculum implementation, assessment, and community engagement. Teachers also reported significant workload and well-being concerns. A faculty development program was developed to address these gaps. Validity testing confirmed its content, appropriateness, and usability as highly effective. The study recommends targeted professional development initiatives, collaborative school-community partnerships, and strategies for reducing teacher stress and workload. The proposed interventions aim to empower teachers, enhance teaching outcomes, and create a more supportive educational environment.
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