Abstract
This study examined the level of preparedness and the extent of teachers’ compliance with the Results-Based Performance Management System (RPMS) in a district of a medium-sized school division in Central Philippines during the School Year 2023–2024, providing a basis for strengthening professional development initiatives. Using a descriptive research design, the study employed a researcher-developed survey questionnaire to gather data from 115 teachers in a large school division in Western Visayas. The instrument’s reliability was established through pilot testing with 30 teachers in the Hinobaan District, using Cronbach’s Alpha. Data were analyzed using frequency counts, percentages, weighted means, and the Mann–Whitney U test to determine levels of preparedness and compliance, and to identify significant differences across age, educational attainment, and length of service groups. The findings revealed that teachers demonstrated a very high level of preparedness and a very great extent of compliance with the RPMS across all key phases, including performance planning and commitment, performance monitoring and coaching, performance review and evaluation, and performance rewarding and development planning. These results indicate strong readiness among teachers to engage in performance management processes and consistent adherence to established RPMS standards, regardless of demographic characteristics. Statistical analysis further showed that age and educational attainment did not result in significant differences in teachers’ preparedness and compliance. However, a significant difference in preparedness for continuous professional development was observed across service lengths, with teachers with fewer years of experience showing higher levels of preparedness than their more tenured counterparts. Overall, the study concludes that teachers exhibit a high degree of readiness and compliance with the RPMS, reflecting a positive performance management culture within the school system. The study recommends sustained capacity-building programs, enhanced mentoring and coaching mechanisms, and continuous institutional support to further strengthen teachers’ preparedness and ensure the effective and consistent implementation of the RPMS.
Keywords: Results-based performance management system, teacher preparedness, compliance, performance management, professional development