Everyone can be a teacher, but to be an effective teacher is another perspective that only a few are qualified and possessed the qualities. The question now is, how to become an effective teacher? The Philippines Professional Standards for Teachers (PPST) developed a rating tool for teachers which is the Results-Based Performance Management System (RPMS) this was also recently signed into law by the Department of Education through DepEd Order No. 42, s. 2017. Last school year 2018-2019 was the first implementation of such a rating tool which brought confusion to my fellow teachers. We found it very difficult and challenging since there are lots of hurdles in accomplishing and meeting the necessary outputs in every objective considering the daily routine or task of teachers.
To augment the scenario, I came up with this action research which will tackles the problems encountered among my fellow teachers in dealing or accomplishing the RPMS the inputs of this research will be utilized to promote and develop project and programs that will enhance and equip teachers on the KRAs (Key Result Area) of the RPMS.
There were survey questionnaires given to the teachers in which they have to identify which among the KRAs of the RPMS that they had difficulties in achieving or accomplishing. After which the researcher will now then collate and analyze the result. The researcher will come up with projects and programs that will compensate for the needs of every teacher in dealing with the RPM through the result of the survey.
PROBLEMS ENCOUNTERED AMONG TEACHERS ON RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS): INPUTS FOR TEACHERS ENHANCEMENT PROGRAM
To be able to identify the needs of teachers in accomplishing the RPMS, the researcher conducted a survey. In the survey, the teacher respondents were asked to identify KRAs of RPMS on the scale of 1-5 where 5-Very Difficult, 4-Moderately Difficult, 3-Fair, 2-Moderately Easy, and 1-Very Easy.
The following results were elicited from the survey;
1. There were 94 teachers who participated in a survey conducted by the researcher.
2. Based on the result of the survey conducted, respondents have identified the Curriculum and Planning as the very difficult KRA to accomplish. It has a frequency of 24 or 25.53 percent of the respondents and has a mean of 0.26. The objectives under this KRA were;
a. Planned, managed, and implemented developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts.
b. Participated in collegial discussions that use teacher and learner feedback to enrich teaching practice.
c. Selected, developed, organized, and used appropriate teaching and learning resources, including ICT, to address learning goals.
3. The Content Knowledge and Pedagogy were identified as moderately difficult to accomplish. It has a frequency of 31 or 32.98 percent and has a mean result of 0.33. Under this KRA the objective is to apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.
4. The Learning Environment and Diversity of learners were treated as FAIR by the respondents. It has a frequency of 52 or 55.32 percent and has a computed mean result, which is 0.55. The objective under this KRA is the use of differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests, and experiences.
5. The Assessment and Reporting were moderately easy; it has a frequency of 10 or 10.64 percent and has a computed mean result of 0.11. Objectives under this KRA were;
a. To Design, select, organize, and use diagnostic, formative, and summative assessment strategies consistent with curriculum requirements.
b. To Monitor and evaluate learner progress and achievement using learner attainment data.
c. To communicate promptly and clearly, the learners’ needs, progress, and achievement to key stakeholders, including parents/ guardians.
6. The Plus Factor was identified as the Very easy KRA to achieve, among others. It has a frequency of 3 or 3.19 percent and has a total mean of 0.03. The objective of this KRA is to perform various related works/activities that contribute to the teaching-learning process.
7. Based on the generated results, the researcher will propose a project or program that will help the teacher to accomplish the very hard and moderately hard KRA.
8. The main focus or objective of the proposed project or program is to uplift the interest of the teachers and equipping them on how to accomplish very satisfactory KRAs such as in Curriculum Planning and Content and Pedagogy.
9. Mentoring and coaching methods or techniques will be implied, where the researcher will serve as the mentor or coach.
William Arthur Ward once said, “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates and the great teacher inspires” (National Education Association, 2014). It is clearly evidenced that these words instilled among the minds of every teacher thus it inspires and boosts teacher’s confidence in dealing with different teaching-related activities and some of them had made these quotations as their daily words of encouragement. However, it is under the responsibility of the administrators to recognize which teachers are really effective in the classroom and which are not.
It is imperative to say that nowadays a student learns and get the best education in school because the government had set standards that require the different administrators to hire the best and qualified teacher applicants. The teacher will undergo an application process online and must be able to meet certain criteria to be eligible for teaching.
While during the service of teachers, the government-mandated every administrator to identify the teacher’s performance through a tool called Results-Based Performance Management System (RPMS).
To complement reform initiatives on teacher quality, the Philippine Professional Standards for Teachers (PPST) has been developed and nationally validated. This was signed into policy by Department of Education (DepEd) Secretary Maria Leonor Briones through DepEd Order No. 42, s. 2017. The PPST articulates what constitutes teacher quality through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice and effective engagement across teachers’ career stages.
This document serves as a public statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal growth and professional development. In 2015, the DepEd issued Order No. 2, s. 2015 — “Guidelines on the Establishment and Implementation of the Results-based Performance Management System (RPMS) in the Department of Education” following Civil Service Commission Memorandum Circular No. 06, s. 2012 or the Strategic Performance Management System (SPMS) to ensure efficient, timely and quality performance among personnel. The guidelines explain mechanisms, criteria, and processes for performance target setting, monitoring, evaluation and development planning. Through the RPMS, the DepEd ensures that work efforts focus towards achieving its vision, mission, values and strategic priorities toward the delivery of quality educational services to Filipino learners.
It aims to provide feedback on employees’ work progress and accomplishments based on clearly defined goals and objectives and track accomplishments against objectives to determine appropriate, corrective actions if needed. The teachers to understand how their work fits in with others, the goals of their work unit.
For several years the assessment tool used to measure the effectiveness of the teachers has undergo a series of revisions. From DepEd Order No. 27, s. 2002 that the Department of Education Implemented the revised Performance Appraisal System for Teachers (PAST), the Competency-Based Performance Appraisal System for Teachers (CB-PAST) through DepEd Memorandum No. 306, s. 2009 up to the latest Teacher Performance Tool which is the Result Based Performance System (RPMS).
To responds to the demand from the field, the Philippine National Research Center for Teachers Quality (RCTQ) led the development of RPMS for teachers and school heads that are aligned with PPST. This contains the RPMS tools such as Classroom Observation Tools (COT) and Self- Assessment Tools (SAT). The RPMS tools pertain to the two different teacher performance assessment instruments, for Teachers I to III they are classified as Proficient Teachers, another is for Master Teachers I-IV and they are classified as Highly Proficient Teachers. Each tool presents the duties and responsibilities of teachers respectively. The Key Results Area (KRA) presents specific objectives to be attained it should correspond to the MOVs (Mode of Verifications) that will serve as proof of attainment.
The researcher further believed that this new rating tool for teachers will be of big help, given ample time and proper orientations among teachers as to how are they going to deal with it and how to achieve and accomplish the objectives. However, the researcher also believed that the mere fact that the teacher was able to accomplish his or her task successfully as a teacher then the teacher deserves appropriate appraisal and thus, all teachers must be valued and considered their welfare together with the learners on the whole learning process.
So I came up with my study, hoping that this will augment the case of every teacher whose struggles are real when comes to accomplishing the RPMS. The purpose of this study is to uplift every teacher professionally and give them relevant programs and projects that will help them to do their task outstandingly. This study will have an impact on the teachers and administrators in building an avenue where everyone has the chance to excel and become productive.
PLANNED INTERVENTION TO ADDRESS THE CURRENT DILEMMA
This study involves the researcher, the school principal and the 94 teachers of Nueve De Febrero Elementary School who are the respondents of the study.
The success of this research study was made possible through the support of the school principal from the implementation up to the end of the study. The current scenario and insights regarding the first implementation of the RPMS from the previous school year, pushed the researcher to conduct and able to implement the study.
Sourcing of the data through the survey questionnaire made localized by the researcher to give relevant results. This was given to the 94 teacher respondents.
NEGOTIATION TO BE UNDERTAKEN
The searcher made a letter address to the office of the school principal stating the purpose of the study. The school principal fully supports the implementation of the action research in school. Scheduling the availability of both the researcher and the respondent’s time was set and done in order to avoid any interruptions while the study is actually conducted. Other related concerns such as the production of survey questionnaires and other related materials needed by the researcher were properly negotiated to the principal.
The survey questionnaire was used to gather data from the respondents asking them to rate the different Key Results Areas in the RPMS. Where on the scale of 1-5, 5- Very Difficult, 4-Moderately Difficult, 3-Fair, 2-Moderately Easy and 1-Very Easy.
The respondents were given a specific time for the survey questionnaire. The result of the survey was tabulated and computed using the formulas of frequency, percentages and mean. This was done in order to show the turnout of respondent’s responses on the different KRAs and also to measure the success of the study.
GRAPHICAL FIGURES AND INTERPRETATION
Respondents have identified the Curriculum and Planning as the very difficult KRA to accomplish. It has a frequency of 24 or 25.53 percent of the respondents and has a mean of 0.26, this means that teacher respondents find it very difficult to provide outputs for MOVs or the Mode of Verification concerning the curriculum and planning.
The Content Knowledge and Pedagogy were identified as moderately difficult to accomplish. It has a frequency of 31 or 32.98 percent and has a mean result of 0.33. This means that the objective under this KRA which is to apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills was moderately difficult for the respondents to accomplish.
The Learning Environment and Diversity of learners were treated as FAIR by the respondents. It has a frequency of 52 or 55.32 percent and has a computed mean result which is 0.55. This means that the impressions of the respondents towards this KRA were just.
The Assessment and Reporting were moderately easy, it has a frequency of 10 or 10.64 percent and has a computed mean result of 0.11. This means that this KRA is accessible to the teacher, hence this includes the different assessment tools used to measure the students’ performance and also the different school reports duly made by the teachers.
The Plus Factor was identified as the Very easy KRA to achieve among others. It has a frequency of 3 or 3.19 percent and has a total mean of 0.03. This means that the respondents found it very easy to accomplish hence, this KRA covers the achievement and involvement of the teacher concerning his or her task as a teacher.
From the data gathered and interpreted results of the study, it is deemed that inputs shall focus on the Very Difficult to moderately to achieved or accomplished KRA of RPMS to give chances to other teachers and augment their difficulties in dealing with the identified KRAs.
After collating the results of the study, it shows that KRAs such as curriculum and planning are very difficult to accomplish and achieved, while the content knowledge and pedagogy are moderately difficult to achieve. Therefore Programs that will be generated through this study must focus on these KRAs, to ensure benefits among teachers and administrators.
The following enhancement program for teachers are recommended based on the result of the study:
1. Seminar and Orientation for Teachers on Integrating Teaching Across All Learning Areas
The main objective of this seminar is to give refresher activities on how to do lesson planning and to conduct lesson that will demonstrate the integration of all learning areas
2. Workshop on Developing Learners Differentiated Instructional Materials
This will enhance the teachers’ skills in making differentiated instructional materials, especially during group activities.
3. Strengthening LAC Session Program per Grade Level
Closely monitoring of LAC session per grade level program will ensure holistic development among teacher aside from professional growth, LAC session should be an avenue where teachers find time to express himself and share new ideas concerning the teaching and learning process.
4. Seminar-Workshop on Using ICT
This will give an opportunity for teachers to navigate and explore the technology and adapt it in their day to day teaching activities. This seminar must equip teachers with the necessary skills needed for teachings, such as excel, powerpoint, word, and publisher.
5. Mentoring and Coaching
Each teacher need to be aware of what to do and their potentials. Since learning is a two-way process, there should have mentors or coach who will guide them and help them in terms of their professional growth as a teacher.