Session

Education and Development

Description

Performance management is important for an organization. In a top-down perspective, it emphasizes the strategic alignment of the agency's thrusts with the day-to-day operation. Also, from a bottom-up approach, it aligns and optimizes individual performance with the common goal of the group. This paper examined the extent of school heads’ implementation of the Results-based Performance Management System (RPMS) as performance management mechanism in the Department of Education (DepEd). It focused on the 61 school heads and 271 teaching personnel of Bayawan City Division, Negros Oriental, Philippines for SY 2018-2019. It utilized the descriptive, comparative, and correlational methods of research in the sense that the extent of school heads’ implementation of goal setting, monitoring and feedbacking practices was surveyed and the results were related to teachers’ job performance. The extent of implementation of the RPMS was measured in terms of the following phases: a) planning and commitment, b) monitoring and coaching, c) review and evaluation, and d) rewards and developmental planning. The study used a researcher-made questionnaire divided into three parts, namely: 1) profile of the respondents, 2) extent of implementation of the RPMS, and 3) job performance of the teachers. The study revealed that there is a very great extent of goal setting, monitoring and feedbacking practices as respectively assessed by both the school heads and teachers in all RPMS areas: a) planning and commitment (wx̄=4.49 and wx̄=4.47), b) monitoring and coaching (wx̄=4.43 and wx̄=4.44), c) review and evaluation (wx̄=4.43 and wx̄=4.47), and d) rewards and developmental planning (wx̄=4.38 and wx̄=4.45). There were also significant difference shown in the extent of school heads’ performance management mechanisms and teachers’ job performance when the former and the latter are grouped according to their profile items as to length of experience, educational attainment and position held. It concluded that there is a strong and significant relationship between the extent of performance management mechanisms and teachers’ job performance as all the values of rs fall in the “strong relationship” category. In addition, all computed p-values are less than the level of significance (0.05).

Keywords:

Extent of Implementation, Performance Management Mechanisms, Results-based Performance Management System, Teachers’ Job Performance, Department of Education

Session Chair

Natka Jankova

Session Co-Chair

Alisa Sadiku

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-19-2

First Page

62

Last Page

78

Location

Pristina, Kosovo

Start Date

26-10-2019 1:30 PM

End Date

26-10-2019 3:00 PM

DOI

10.33107/ubt-ic.2019.52

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Oct 26th, 1:30 PM Oct 26th, 3:00 PM

Instructional Supervision and Educational Administration. Goal setting, monitoring and feedbacking practices as performance management mechanisms.

Pristina, Kosovo

Performance management is important for an organization. In a top-down perspective, it emphasizes the strategic alignment of the agency's thrusts with the day-to-day operation. Also, from a bottom-up approach, it aligns and optimizes individual performance with the common goal of the group. This paper examined the extent of school heads’ implementation of the Results-based Performance Management System (RPMS) as performance management mechanism in the Department of Education (DepEd). It focused on the 61 school heads and 271 teaching personnel of Bayawan City Division, Negros Oriental, Philippines for SY 2018-2019. It utilized the descriptive, comparative, and correlational methods of research in the sense that the extent of school heads’ implementation of goal setting, monitoring and feedbacking practices was surveyed and the results were related to teachers’ job performance. The extent of implementation of the RPMS was measured in terms of the following phases: a) planning and commitment, b) monitoring and coaching, c) review and evaluation, and d) rewards and developmental planning. The study used a researcher-made questionnaire divided into three parts, namely: 1) profile of the respondents, 2) extent of implementation of the RPMS, and 3) job performance of the teachers. The study revealed that there is a very great extent of goal setting, monitoring and feedbacking practices as respectively assessed by both the school heads and teachers in all RPMS areas: a) planning and commitment (wx̄=4.49 and wx̄=4.47), b) monitoring and coaching (wx̄=4.43 and wx̄=4.44), c) review and evaluation (wx̄=4.43 and wx̄=4.47), and d) rewards and developmental planning (wx̄=4.38 and wx̄=4.45). There were also significant difference shown in the extent of school heads’ performance management mechanisms and teachers’ job performance when the former and the latter are grouped according to their profile items as to length of experience, educational attainment and position held. It concluded that there is a strong and significant relationship between the extent of performance management mechanisms and teachers’ job performance as all the values of rs fall in the “strong relationship” category. In addition, all computed p-values are less than the level of significance (0.05).