Multiple Regression Model of the Implementation of Result-Based Performance Management System (Rpms) in Public Secondary Schools of Batangas

Abstract

This study assessed the implementation of RPMS and the challenges and advantages in the secondary public schools of the Division of Batangas Province and its component cities during the S.Y. 2019-2020. It employed the descriptive-quantitative research to gather the needed information regarding the public secondary school teachers’ view on the implementation of RPMS and the challenges and advantages they encountered in its execution. A total of five hundred forty-three (543) respondents were chosen using disproportional stratified sampling based on the Cochran’s Formula. Survey-questionnaire was utilized to gather the data on RPMS. Frequency, mean, Spearman rho (rs), Mann-Whitney U-test, Kruskall Wallis H-test and multiple linear regression were used in the data analysis. The results revealed that majority of the public secondary school teachers are Teacher I, who belong to 31-35 age bracket, females, have earned units in the master’s degree and they have been in the service for about 5 years. Content knowledge and pedagogy and assessment and reporting are highly implemented in the RPMS. However, learning environment, diversity of learners and curriculum and planning are satisfactorily implemented. The IPCRF ratings of the teachers are very satisfactory. Most of the challenges and advantages of the implementation of RPMS are evident as to assessment issues and standardization among schools because they have different assessment protocols. There is no significant difference in the assessment of the respondents on the implementation of RPMS in terms of content knowledge and pedagogy, curriculum and planning, and assessment and reporting when all the profile of the respondents are considered. On the other hand, there is significant difference in the implementation as to learning environment and diversity of learners when age, highest educational attainment and length of service are considered. There is no significant difference in the challenges experienced in the RPMS implementation when profile is considered except for educational attainment. Similarly, there is no significant difference in the advantages of the implementation of RPMS when their profile is considered except for educational attainment and length of service. Content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting have significant impact on the RPMS rating of teachers. Lastly, learning environment and diversity of learners significantly influence the RPMS rating based on the regression model.