Professional Documents
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Montano Ricky Thesismanuscript1
Montano Ricky Thesismanuscript1
A Thesis Proposal
Presented to the Faculty of the Graduate School
Polytechnic University of the Philippines
Sta. Mesa, Manila
by
Ricky C. Montano
May 2020
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES ii
CERTIFICATION
Evaluation Committee
_______________________________________________________________
APPROVAL
Approved by the Panel on Oral Examination on ______________ with the grade of___
Accepted in partial fulfilment of the requirements for the degree of Master’s in Education
Management (MEM)
ACKNOWLEDGEMENT
First and foremost, thanks and praises to the God Almighty, for His shower of
blessings to successfully complete this thesis study.
The researcher would like to express his deepest and sincere gratitude to Dr.
Carmencita Castolo Ph.D for her invaluable guidance as the research adviser. Her
dynamism, vision, sincerity, and motivation greatly inspired the researcher.
To Mr. Jacky Boy E. Atienza, Assistant Professor II, College of Science, for his
brilliant statistical ideas that helped the researcher in dealing with the methodology of the
entire study to carry out clear and accurate research results.
To the very supportive, appreciative Family of the researcher, much love, gratitude,
and affection are extended for the thoughtfulness and support accorded to the researcher.
To everyone else whose encouragement, trust and support, the researcher owes
them tremendously for the success of this study. With grateful heart, the researcher extends
to them most sincere THANK YOU.
The researcher,
R.CM
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES iv
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis, RELATIONSHIP BETWEEN
Management at Polytechnic University of the Philippines embodies the result of original and
scholarly work caried out by the undersigned. This thesis does not contain words or ideas
taken from published sources or written works that have been accepted as basis for the
award of a degree from any other higher education institution, except where proper
RICKY C. MONTANO
Researcher
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES v
ABSTRACT
Year : 2021
The main problem of this study is to find out whether there is a significant
relationship between JHS teachers’ scores on RPMS and student academic achievement.
Respondents were selected through random sampling technique, for the sample size
Cochran’s Sample size formula were utilized, 96 teacher respondents and 96 students were
selected from the integrated schools of the 2 nd district of schools division office of
Mandaluyong, City.
Study revealed that teacher respondents obtained very satisfactory grand mean
scores on the following g KRAs of RPMS; (1) Content Knowledge and Pedagogy 4.36 VS,
(2) Learning Environment and Diversity of Learners 4.23 VS, (3) Curriculum and Planning
4.07 VS, (4) Assessment and Reporting 3.89 VS, while the student academic achievement
Although the results of teachers scores and academic achievement of the students
have positive implication, the correlation results of the study revealed that the overall
teachers’ RPMS rating was -0.013 which means Very Weak and Inverse Correlation while
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES vi
the p-value result was 0.903 which means Not Significant. The study revealed that there is
not enough evidence to show that there is a significant relationship between teacher’s
overall observation and student achievement based on Content knowledge and pedagogy,
Learning environment and Diversity of Learners, Curriculum and planning and the
Assessment and Reporting. Moreover, the department needs to promote training and
programs that will enhance teachers’ skills on the different assessment and evaluation
TABLE OF CONTENTS
Page
Title Page i
Acknowledgments iii
Certification of Originality iv
Abstract v
List of Tables xi
Introduction 1
Theoretical Framework 4
Conceptual Framework 8
Hypothesis 9
Definition of Terms 11
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES viii
2 Review of Related Literature and Studies
Pedagogy 19
and Achievement 41
DepEd RPMS 41
3. Methodology
Method of research 49
Research Instrument 52
And Planning 58
and Reporting 60
Student Achievement
Summary of findings 66
Conclusions 67
Recommendations 69
6. References 73
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES x
7. Appendices
Teachers (PPST) 79
System Form 87
Indicators 91
B. DepEd School form 5 for the Academic Achievement of the students 102
LIST OF TABLES
planning 58
Reporting 60
Achievement 62
LIST OF FIGURES
1 Flow of SPMS 6
Chapter 1
Introduction
Everyone can be a teacher, who can teach and transpire knowledge, but to
be an effective teacher is a different definition, and there were just only some who
are qualified. Indeed, teacher’s role in changing lives of every learners are notable
they did not only teach lessons everyday, but they play essential part in every
learner in achieving their dreams. Teachers nowadays play a vital role in raising the
quality of education and uplifting the morale of the department especially when it
comes to teaching and learning process. Apparently, teachers nowadays are proving
themselves to become more efficient and effective teachers by engaging into various
which teachers really are effective when it come to the teaching and learning
process and this must equate to the standard assessment tool set for teachers in
According to Eric S. Tylor and John H. Tayler (2020). The modernization of teacher
neoliberal regulation (Liew, 2012), it can also motivate leaders to support the
employees are performing and creating value through the discharge of their mission
but on how these achievements have made an impact on their lives. In this regard,
the researcher opted to investigate the teacher’s performance through their RPMS
assurance that all employees are working hard towards a common goal. It also
serves as a work motivation among employees for they are able to assess
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 3
themselves as to how they are performing in their respective tasks and what the
Based on the DepEd Order No.2 series of 2015 also known as the Guidelines
responsible for ensuring access to, promote equity in, and improving the quality of
basic education is now contextualizing and using the RPMS for both teaching and
wide process to ensure that teachers give focus on their work towards the
continuous individual and professional development. It is with hope that through the
achieving goals.
its effectiveness considering the length of years since it was being implemented, and
so therefore it is important that this research was conducted to give concreate ideas
and analyze the teacher’s observation score obtained in RPMS: Its relationship to
academic achievements.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 4
Numerous sources confirmed the existence of a relationship between teacher
performance and student achievement. What about the relationship of RPMS to the
students learning? There is a big question as to whether or not the tool being used
nowadays in the evaluation of the teacher performance which is the RPMS is directly
relating to the academic performance of the students. Hence, this study tries to fill in
such research gap. This study has been conducted to determine the relationship of
the Junior high school teachers scores on the Result based Management System
(RPMS) and the Students’ academic achievement. Furthermore, this study would
Theoretical Framework
A theory explains and predicts the given facts of the study thus, it may
question and expound knowledge within the set assumptions. Some theories helped
the researcher to expound the idea of this study and cite some related articles to
which this research is related. This Study was anchored on the concept of Strategic
What is the legal basis, flow and cycle of SPMS? The SPMS is based on the
promote efficiency in the civil service (Section 3, Art. IX-B, Phil. Const.). The
2012 and CSC Resolution No. 1200481, promulgated on March 16, 2012. This shall
set the institution’s internal policies and procedures in the implementation of SPMS
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 5
in the educational institution. It shall serve as a foundation for achieving the goal of
objectives to agency objectives. The SPMS applies to output producing units and
measures the collective performance of an office focusing on outputs with the use of
functions, and would take into account the productivity and efficiency of individuals
produce tangible results that will indicate the level of performance of units minimizing
subjective factors. Every accomplishment is given due credit through the provision of
a more objective measurement. This is then done through setting uniform standards
for common outputs and translating different targets into one unit of measure. The
to look at relative efficiencies of units under them and determine appropriate actions
that will give an indication of the overall performance of the unit. The requirements
for the SPMS support the demand for highly effective employees. The performance-
based evaluation system holds all employees accountable for increased clientele’s
the proposition that continued employee development is important and that all
2012 and aims to ensure that both teaching and non-teaching personnel focus work
efforts toward achieving the Department’s vision, mission, values, and strategic
has information system both financial and non-financial measures. (Rapiah, M et al.,
organizational performance to better assess whether they achieve the objectives set
by the organization.
(RPMS) was also based on the SPMS, thus it has four phases such as the
planning.
testing claims regarding parameters such as the population mean, the population
tests. They do not require that the population follow a specific type of distribution
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 8
(such as the normal distribution) and, therefore, are often referred to as distribution-
free procedures.
of the population and its parameters, while nonparametric procedures are not based
Typically, a test with more requirements has stronger results. So, if the
should be used because the results will be more powerful and efficient.
used.
Conceptual Framework
Independent Dependent
Variable Variable
Overall scores
of Junior High Student
School Academic
teacher on the Achievement
RPMS
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 9
This study used the Independent Variable and Dependent Variable
identified variables such as the independent variable which is the over-all scores of
JHS teachers and the dependent variable which is said to be the Student academic
achievement.
the teacher’s score on RPMS and the student achievements. Moreover, this study
Hypothesis
The venue of the study were the integrated schools in the Schools Division
Office of Mandaluyong, National Capital Region (NCR). The study will be conducted
scores on RPMS and student achievement. The data that were be collected based
on the scores obtained by the teacher respondents through their RPMS. Likewise,
collected also. This study implied random selection of the respondents to adequately
fit the methods. All other aspects not included were beyond the scope of this study.
Achievement.
Curriculum Planners. The result of this study will contribute in planning for a
more innovative and comprehensive curriculum that will benefit all the school
teachers.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 11
Future researchers. A more comprehensive results of this study will be
served as a future reference for a study that is related or similar. Future researchers
study will guide policy makers of the department of Education in making reliable and
whole school system, thus the result of this study will equip them on how to assess
Teachers. The results of this study will further help the teachers to become
Definition of terms
For better understanding of the study, some terms were herby operationally
earned by the students after a school year within the scope of this study.
Assessment and Reporting. The fourth KRA it measures how the teachers
evaluate and monitored the learners progress using learner’s attainment data.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 12
Content Knowledge and Pedagogy. First KRA that measures teachers
range in terms of teaching strategies, the curriculum within and across all the
learning areas and how the teacher developed the critical and creative thinking
skills.
teachers on the teaching and learning process to meet the curriculum requirements
KRA. They are referred to the general outputs or outcome that the mandated
or functions of the office and or the individual employee. Teachers were being rated
or evaluated in the RPMS through the following Key Result Areas: Content
MOVs. This gives ratees and raters list of documents that can prove teacher’s
Objectives. they are specific tasks in the RPMS that every teacher must be
Outstanding performance. Means the Ratee has presented all the MOV
rates the teachers on how they manage the classroom, how they facilitate learning
process such as discovery and hands-on activities within the range of physical
learning and thus, it measures also how the teacher apply positive discipline among
excellently perform on his or her teaching profession and have promoted through
objectives, which shall serve as the assessment tool that gauges whether
Plus Factor. The last KRA this measures how the teacher perform other
Poor performance. Means that the Ratee has not presented any of the
acceptable MOV.
attends classes in any level of the basic education system, under the supervision of
a teacher or facilitator.
different KRA that each teacher must accomplished. The RPMS also shows the
Satisfactory performance. Means that the Ratee has presented the required
these are newly hired teachers and teachers who have not promoted yet.
Teacher II. Teacher who have at least eighteen units in his or her master’s
Teacher III. Teacher who have at least 36 units or graduated from his or her
Very Satisfactory performance. Means that the Ratee has presented the
required MOV.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 15
Chapter 2
This second chapter contained recent scholarly materials from year (2010 to
2021 or present) both local and foreign which aims to discuss published information
about teacher’s performance, RPMS and the student achievements. The sequence
supports the Vision, Mission, and Values of the agency as it continuously endeavors
intervention that will help ensure the strategic, responsive, and effective delivery of
in public schools.
employees focus work efforts towards achieving DepEd’s Vision, Mission, and
and consistent work improvement and individual growth. The objectives of the
work progress and accomplishments based on clearly defined goals and objectives,
It is critical that all staff particularly team leaders, are encouraged in the
initiatives being ‘dumped’ upon them. There is an initiatives overload in schools. The
change within schools: change both in the way they manage staff and handle the
performance management process. Schools must be not only places of learning but
advantage. People are now recognized as the most important of source competitive
cited by Hartle, Everall, and Baker, (2012), if people want to improve school
teams. The evidence is that standards rise when schools and individual teacher are
clear about what they expect pupils to achieve. That is why performance
management is important.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 17
This research discusses a promising approach to the question on the
describes the ways it could create effect to the performance of students in the
schools.
RPMS comes in. The performance management process to any organization is not
an easy task. Hence, in the DepEd, the performance of employees is not also an
priorities within the context of the school development plan. Its purpose can be
objectives, for the institution, for the management, and for the teacher. In this sense,
it is the institutional mirror image or target setting for pupils. Its objective is to
improve, the match between the offered and received curriculum. The way it sees
teams through the process of setting, agreeing, and reviewing school objectives.
and effectiveness, and for exacting accountability for organizations and individuals
(as cited in Ohemeng and Mc Call-Thomas ,2013). The most common performance
measures are based on standardized test results, despite their widespread use,
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 18
standardized tests often focus on the simple aspects of learning and ignore a
realistic problem solving and critical thinking skills that students will need to exercise
(as cited in Favero and Meier, 2013). Research shows that educational stakeholders
value a wide range of outcomes, and not just the academic performance or
educational achievements but also areas such as citizenship, work ethics, and
critical thinking. School systems generally do not cover the full set of academic
Tovey, et al, (2015), emphasized that the process of setting and monitoring
loop process meaning that objectives are constantly reviewed and performance
diaries are maintained by the employee and manager, which detail ongoing
and their respective roles to the success of their pupils and the school, establishing
staff in such a way that it will be achieved and for ensuring that staff are doing the
right things in the most effective way to the best of their ability.
The succeeding paragraphs deals with various sources about the teacher’s
Province of Tarlac. The following concerns were looked into: the school heads’
organizational values and the relationship among these variables; the influence of
Questionnaire. The respondents of the study were the 62 secondary school heads
328 teachers of the Division of Tarlac Province. Descriptive statistics were used
used to interpret the collected data. The Statistical Package for the Social Sciences
(SPSS v. 16) and excel (MS 2010) were used to generate descriptive data. Multiple
Modeling (SEM) was employed to establish the validity of the proposed model.
Findings showed that secondary school heads have significantly little control
and transactional have the same descriptive level. However, the computed grand
work, teaching occupation and work group work of teachers were above average.
was significantly and positively related to critical thinking and overall NAT. There
The study of Aquino is related to the present study because it also tried to
investigate the performance of teachers and and its effect to the performance of
Pinca (2015) describe the profile of the mobile teachers, assess their
competencies, determine the level of their performance and identify the problems
Northern Samar, Philippines. The descriptive evaluative research design was used.
utilized in gathering the data. All mobile teachers during the conduct of the study
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 21
served as respondents. Others sources of information were the ALS Education
supervisor, ALS specialist, the District supervisor, barangay officials, learners and
completers.
The performance rating given by the District supervisor was used as the basis
in determining the work performance of the mobile teachers. The mobile teachers
were young adults, majorities were males, educationally qualified but their formal
training were inclined towards the conduct of formal classes. Several mobile
supervision. All were passers of the Licensure Examination for Teachers but were
relatively young in service as mobile teachers. They have higher competence in the
conduct of learning sessions, and have very satisfactory work performance. Their
release of travel allowance and absence of permanent room during the conduct of
The study revealed that, the mobile teachers were young adults, most were
males and their educational orientation is to handle formal classes. Hence, they
delivery prior to their appointment as mobile teachers. They learned the intricacies
about their job through the in-service trainings provided to them and during the
conduct of learning sessions. Being young adults afforded them the strength and will
to reach out far-flung barangays in Northern Samar, Philippines. Their profile has
proven that in the field of alternative learning system delivery, male teachers are
help minimize illiteracy in the place where there are only few who can read and
write. However, their competencies are not enough because they have to cater to
thousands of illiterates in the province. The high ratio between the illiterates and the
of education.
be improved. They were found very high on personal attributes and professional
teachers were not spared from having problems as implementers of the Alternative
These problems range from the most basic which is the lack of instructional
materials to being given additional work aside from being a mobile teacher. The
problem on lack of instruction materials is not only true in the alternative system but
also in the formal school system. It can be argued that if the formal school system
lacks the needed books, that deficiency is twice higher in the alternative learning
who instead of advising the mobile teachers to focus on the conduct of learning
additional assignments given by the school head. This just affirms the view that even
school administrators do not regard the alternative learning system equal to the
student populations in the U.S. and in other multicultural and multiethnic countries.
this literature review paper analyzed issues and problems existed in the current
teacher education programs to meet the needs from multicultural and multiracial
which often reflect demographics along class, race, ethnicity, and language; a
experiences with diversity impact positively on student learning and their preparation
problem-solving, ability to work with others, and appreciation of and respect for
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 24
diversity, are attributes that most if not all Australian universities value and work hard
to instill in their graduates. This study explored whether student experiences with
diversity impact on the development of selected graduate attributes and whether this
relationship differs between international and local students at one Group of Eight
(Go8) university. The findings demonstrate that student experiences with diversity
and respect for diversity. The magnitude of these relationships, however, differs
Possi, and Milinga (2017) look into learner diversity in inclusive classrooms
obtain data addressing the research problem from two inclusive secondary schools
in Dar es Salaam region, Tanzania. A purposive sampling was used to obtain the
schools, and research participants who were teachers and students. Open ended
interviews, classroom observations, and focus group discussions were used in data
collection. The findings have indicated challenges facing teachers in teaching mixed
However, interactions between girls and boys were generally positive although the
particular and acquainted with general knowledge of learner diversity during initial-
teacher training, and further enhanced through continued in-service trainings. Lastly,
participants with special needs; and that parents of children in special needs should
teachers should simplify less and less as students improve their understanding.
methods and effectiveness. More teachers now in schools and in teacher education
programs are likely to have more and more students from diverse ethnic, racial,
away from the traditional school and classroom learning models could make schools
shift the paradigm of classical education by adopting new learning frameworks that
address both academic and social-emotional learning. This article outlines two such
moment when a teacher teaches the subject matter in accordance to the curriculum,
within the institutions of schools, given the social, cultural, political, and
language and understandings that students have acquired in their families and
communities to bridge the gap between what students know and are able to do and
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 27
what they need to learn in school; incorporating the everyday issues and concerns of
families and the community into curriculum and instruction; actively engaging
general characteristics through content analysis. The studies were chosen in line
with the inclusion criteria through which online articles and dissertations were
included. No specific timeline, context or research design was set for the literature
search. As a result of the review of the related literature, 86 studies were reached
and analyzed in terms of their contexts, sample type and size, data collection tools,
data analysis techniques. All the studies were coded through a protocol and the
results were tabulated. As well as the characteristics of the studies, their findings
were also analyzed through content analysis and common points were presented
and interpreted. As a result of the analysis, it was revealed that the curriculum
evaluation studies were more popular than the curriculum development studies. It
was also found that the studies were mainly about primary and secondary levels;
findings were detected among the studies conducted in different contexts of the
study.
The challenge for today’s schools is to prepare them as good as possible for
this situation. McAra, Broadley and McLaughlin (2013) (ID26) when reflecting on the
Curriculum for Excellence argue that children are entitled to get education that
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 28
prepares them for full citizenship. Thus, it implies that teachers must also teach civic
In addition to the social and global changes mentioned above, nation building
is an important reason underlying the curriculum reform of the late 1990s in China
(Law, 2014). The Curriculum Development Council of Hong Kong (2015) advocates
China the curriculum reform starting in the late 1990s (Law, 2014) had a two-stage
approach. The first stage mainly focused on creating awareness of the need for
change and drafting new curriculum standards. Much effort was put in gathering
input from a large amount of many different stakeholders to identify the needs that
This part lasted about four years, mainly because of the extensive data
collection. Several studies refer to the need to change subject curricula in order to
keep them relevant and up to date. Changh (2011) describes the need to update the
the current curriculum for their lives. The expectations society has about the
Dissatisfaction among scientists, interest groups and industry with the level of
curriculum concept. However, they tried to understand and to define it in their own
to taught and curriculum as a learning experiences. Although they have their own
understanding and expression, I just have tried to give the meaning to their own
conceptualization.
case study from Papua New Guinea. The purpose of this study was to investigate
how policy intentions of the curriculum were received and practiced by teachers and
to evaluate the effectiveness of the implementation process. The study probed three
curriculum in two urban secondary schools in Port Moresby, Papua New Guinea.
The specific focus of implementation was on: the initial introduction process,
teachers’ beliefs and attitudes, and classroom practices. This research was an
observations, and document analysis. A case study method was used; two
used to give interpretations to themes resonating with the research focus; these
expectations failed to align with practices. There were little shared meanings
adopted for PNG. In relation to this, findings from this study revealed the need for
enjoy teaching and watching their students develop interests and skills in their
interest area. The teacher may need to create lesson plans and syllabi within the
(2010) also found that there is a need for teacher involvement and collaboration in
modules, etc.), and content (Alsubaie, 2016). Handler, (2010) added that
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 31
professional development of teachers is as an important factor contributing to the
When planning and developing curriculum in any subject area, the first place to start
is state, local or Common Core standards. Standards vary from state to state, and
teachers are expected to know which standards to teach and how to teach them.
Every lesson and unit should be tied to standards, and every grade level standard
should be addressed at some point during the course of the school year. Standards
Each subject area has specifically defined standards, but many times multiple
standards are addressed within one project. Such opportunities are beneficial for
students because they demonstrate the overlap in various subject areas and give
required knowledge, skill and develop positive attitude, values and beliefs. This can
be done with the help of the provided curriculum. And the quality of teacher
during their training period. After reviewing various researches on the curriculum and
result of the appropriate and valid assessment tool administered to the students, a
teacher will be able to know further input or discussion in order to meet the learning
needs of the students as well as the development of the students with another
enhancement exercise.
possess the skills in preparing appropriate and valid assessment tools in order to
instructional objectives, the assessment tools must contain the criteria that
emphasize the desired outcomes or skills that the student need to develop and shall
be a central part of all curricular areas. Also, students exhibit greater interest and
levels of learning when they are required to organize facts around major concepts
and actively construct their own understanding of the concepts in a rich variety of
curriculum rather than constructed by someone unfamiliar with the particular district
or school curriculum. This allows the curriculum to "drive" the test, rather than be
Research shows that most teachers shape their teaching in a variety of ways to
instruction, many practitioners favor test reform and the new performance
that is, the tasks need to present interesting possibilities for applying an array of
curriculum-related knowledge and skills. The best performance tasks are inherently
to the same: Plans And Uses Evaluative Activities - Makes methods of evaluation
which has been taught; Provides Specific Evaluative Feedback; Provides feedback
a skill expected to teachers. Though students will work on different activities and
designed to reflect the standardized content and performance standards. Each task
science. Each assessment task is accompanied by its own scoring rubric, which
specifies the criteria for judging student work on that particular task. Hence, both
content standards, through the task the student must complete, and performance
standards, through the specific rubric that accompanies each task, are clear to the
teachers which should be closely aligned with content and performance standards
(2.ed.gov/pubs/SER/ASP).
make for an effective teacher. The general construct of “teacher quality” has been
research literature on the question of teacher quality, evidence for the impact of
outcomes remains quite limited. There is a smaller, but more robust set of findings
for the effect of teacher support on opportunity to learn. Five measures may be
Chetty et al. (2014) found that students taught by highly effective teachers, as
defined by the student growth percentile and value-added measures, were more
likely to attend college, earn more, live in higher-income neighborhoods, save more
money for retirement, and were less likely to have children during their teenage
years. This potential of a highly effective teacher to significantly enhance the lives of
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 36
their students makes it essential that researchers and policymakers properly
students has considerable scope in many developing countries. Among the factors
the impact of teacher quality in developing countries found that teacher subject
Moreover, research shows that countries that have been pursuing strategies
that support the first (performance) approach tend to be those that have experienced
the greatest declines in student performance over the past decade. Although it is not
Student Achievement?
system. It’s critical that they help paint a fair and accurate picture of teachers’
observation criteria and tools ultimately matters more than their design, a better
design makes it more likely that they will achieve the desired results. States and
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 37
districts that are building teacher evaluation systems can choose from many
observation criteria and tools in which some widely used but some are new
(tntp.org).
student achievement. The result revealed that scores produced by these standards-
based teacher evaluation systems have a substantial positive relationship with the
those obtained from similar analyses presented in the last year’s AERA meeting.
Though there were some notable differences (i.e. higher correlations between
Vaughn, and a near zero correlation for science achievement in Cincinnati). This
teachers, and have potential for use in studies of teacher effects on student
achievement.
differ again this year across subjects, and across grades within the Cincinnati and
Washoe sites. For Cincinnati especially, the variation in the strength of the
for some of this, the relationship for science is again the weakest. Last year, the
correlations for fourth grade reading were also small. In Washoe, no similar pattern
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 38
has yet emerged. Our second research question was whether not controlling for
education status, and English proficiency changes the relationship between teacher
evaluation scores and student achievement. The results of the study showed only
the correlations and effect estimates were typically slightly lower without these
between teacher’s observation scores and student achivement. This gives strong
evidence that better teaching will lead to outstanding leaning outcomes and it will
Grossman, Cohen, and Ronfeldt, 2014 and Brown, Polikoff, 2014 identified
that a misalignment between student test scores and teacher observation scores
complicates the decision of which teachers to target for such interventions. For
improve their teaching styles. There had been a huge argument of studies
correlations/effect sizes in the range of 0.3 and 0.4 (Daley and Kim,et al, 2010.
However, studies such as the MET Project, which drew upon a large sample of
2013).
six MET states. Polikoff concluded that some states’ tests were more correlated
the test items or content (such as low-level/procedural versus higher level cognitive
In connection to that, it is important to point out again that no one data source
for classroom observation research include the following: (1) combining both
of students within the class; and (4) using instruments that assess authentic,
interactive instructional practices that have been found to relate to student gains on
To support this source, Bonney (2015) emphasizes that there are quality
teachers with the requisite professional qualifications who teach in the Junior High
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 40
Schools in the Sekondi Takoradi Metropolitan Assembly. The teachers have access
very important in the teaching and learning process. However, the quality of the
teachers in the metropolis did not reflect in the pupils’ academic performance in the
Basic Education Certificate Examinations held in 2010, 2011 and 2012 because the
relationship between the quality of teachers and the academic performance of the
pupils. The participants perceived lesson note as an important factor in the teaching
and learning process. Teacher’s pedagogical skills related positively but low with the
pupils’ academic performance in BECE in 2010 and their pedagogical skills also
can be linked with student achievement. Since multiple data sources are used to
supplement data source besides other data sources such as self-assessment and
relevant, and liberating basic education in the country. The RPMS requires skills and
competencies of quality teachers, enabling them to cope with the emerging global
frameworks. If the required skills and competencies are not met, various
and guardians that their children receive quality basic education from qualified
helping-teachers-improve-delivery-of-quality-basic-education/).
Rockoff, Nye Konstantopoulos and Hedges (2014) and Wright, Horn, &
teachers and determine the overall impact teachers have in comparison to other
variables that can impact student achievement (class size, past achievement,
positive impact on student achievement. Kane and Staiger (2015) confirmed that
teacher effects were significant predictors of student achievement in their study they
conducted 78 pairs of elementary classrooms from the Los Angeles Unified School
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 42
District, they were able to come up with interesting finding concerning the long-term
and targets with the department directions. It also tracks accomplishments against
action to easily identify the needs of everyone inside the academe. Thus, through
defined goals and objectives employees must be rated and appropriate feedback
According to the RPMS manual for teachers 2018, there are four phases or
Figure 2 shows the four phases of the RPMS framework. (1) Performance
planning and Commitment at the start of the performance period, supervisors and
this phase managers create an enabling environment to improve individual and team
against performance targets agreed during Phase 1. The manager points out the
employee’s strengths and weaknesses and gives a tentative rating. The manager
and employee discuss performance data and agree on the final rating. (4)
Performance rewarding and planning This phase is based on the results of Phase 3.
rewards and incentives. They also discuss competency gaps and jointly come up
feedbacking hence it provide interactive discussions between the ratee and rater,
this discussion aimed to close performance gaps, to teach skills, share knowledge
RPMS manual for teachers there are four steps process as shown in the figure
below.
Decission
Active
agreement
Figure 3 shows the four steps process on effective coaching. First is through
opportunity to improve. On the second step, the discussion and agreement rater and
two
notches higher. On the third step, active coaching the rater and ratee create and
agree on the action plan to address the gap. While the last step will be follow in
which there will be a Setting follow-up sessions to check on the status of the agreed
are working hard on achieving the organization’s mission and objectives. It also sets
ways that are expected of the organization. In that manner, the importance of
agency in the Philippines responsible for ensuring access to, promoting equity in,
both the teachers and the non-teaching staff. The RPMS is an organization-wide
process of ensuring that employees focus work efforts toward achieving the DepEd
monitor and measure performance, and identify human resource and organizational
development needs. The said performance management system is aligned with the
the civil service. The CSC Memorandum Circular (MC) No. 06, series of 2012, sets
the guidelines for the implementation of the SPMS in all government agencies. The
SPMS emphasizes the strategic alignment of the agency’s thrusts with the day-today
operation of the units and individual personnel within the organization. It focuses on
With the RPMS as its SPMS, DepEd strengthens the culture of performance
and accountability in the agency while upholding its organizational mandate, vision,
and mission. The Department believes that there is a need to link corporate goal
the accountabilities to the entire agency, units, department, and own employees,
creates a factual basis for performance target. The SPMS is linked with the RPMS
Management System. Findings show that the proper authorities can build up a
success or failure.
aligned to learning outcomes for it has great impact to the students achievement and
so with the different studies reviewed the researcher also wanted to prove whether
However, unlike other studies the scope of this study will only focus on the two
RPMS and its significant relationship to student achievement. Most of the studies
included were much related to the present study and may share similar perspectives
and findings regarding how variables and factors in the studies affect one another in
methodologies, the respondents of the study and specific indicators used in the
materials reviewed were instrumental in helping in the researcher plan the study and
formulate the discussion and recommendation based on the result obtained. The
insights from the reviews likewise validated the relevance of the researcher’s topic.
The topics that have the most bearing on the present study were carefully chosen by
2013).
diversities: class, race, ethnicity, and language (Possi, and Milinga, 2017);
teacher knowledge base for diversity. In relation to this, Possi, and Milinga
solving and critical thinking skills are not really being measured by the
7) The local and foreign literature about teachers’ competency and skills on
Chapter 3
METHODOLOGY
This chapter includes the description of the following components: the method
of research used, the population, sample size ad sampling technique, the description
of the respondents, the research instrument, the data-gathering procedure, and the
statistical treatment.
Method of Research
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 50
This study utilized two- way research method, the Descriptive and
relationship between the teacher’s observation score on the RPMS and student
academic achievement.
While the researcher will also use documentary research design to gather the
variable. An overall mean score was determined for each teacher by first developing
a mean score for each indicator or Key Result Area (KRA) and then using those
following indicators; (5) Outstanding (4) Very Satisfactory (3) Satisfactory (2)
Unsatisfactory (1) Poor. While, student achievement was defined as the amount of
general weighted average (GWA). This figure expresses by calculating the effect
size, utilizing the scale scores from students GWA. Effect-Size is a statistical
method for determining the difference between two groups over time, on different
assessment during even across content areas (Hattie, 2013). An effect size was
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 51
calculated by “Dividing the change score, or difference between scores overtime,
Where;
Thus,
Effect Size= mean score for each teacher (T2)-mean score for same group of
students (T1)
The researcher used the simple random for the sampling technique to and to
compute for the sample size, the researchers utilized the Cochran’s Sample size
formula. It allows the researcher to calculate an ideal sample size given a desired
Technique.
Where:
question,
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 52
q is 1 – p.
The population of this study consisted of all the JHS teachers and students of
Table 1
Sample sample
Research Instrument
The researcher used two data gathering instruments to obtain the necessary
data and information: (1) RPMS this is a validated observation tool where teachers
are rated by the principal or by the master teachers through Individual Performance
Commitment Form (IPCRF). (2) The generated School form 5 (SF5) known as the
Data-Gathering Procedure
To get the scores of JHS teachers on the RPMS, the Individual Performance
Commitment Form (IPCRF) will be used by the researcher and for the academic
achievements of the student the researcher will utilized the school form 5 known as
schools’ report on promotion this form is a DepEd form where the academic
achievements of students are tracked. After which, it will be administered to the dist
II integrated schools of Mandaluyong City. With the approval of the research adviser
it will be mass-produced for fielding to the respondents. The researcher will secure
Mandaluyong. Armed with this permit, the researcher will proceed to different
integrated schools within District II, Schools Division of Mandaluyong and personally
administer the study thus, the researcher will ensure the data privacy of each
respondents and also personally retrieve the accomplished instruments from the
different schools.
1. Mean (Arithmetic)
The mean x is the most popular and well known measure of central tendency.
It can be used with both discrete and continuous data, although its use is
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 54
most often with continuous data. The mean is equal to the sum of all the
values x i in the data set divided by the number of values in the data set.
n
∑ xi
x= i=1
n
An important property of the mean is that it includes every value in your data
set as part of the calculation. In addition, the mean is the only measure of
central tendency where the sum of the deviations of each value from the
The test is used for either ordinal variables or for continuous data that has
moment correlation.
Pearson Product Moment Correlation This test was used since the
“teacher’s overall observation scores” are measured as ordinal level since the
CHAPTER 4
This chapter presents the results and discussions of the study with regards to
the teacher’s score on RPMS, student achievements and the relationship of these
variables.
Table 2
Content Knowledge and Pedagogy Key Result Area (KRA), there were three
objectives under this KRA. Result revealed the mean obtained by the respondents
on the following objectives, 4.47 mean and a Very satisfactory rating on Using a
numeracy skills, 4.39 mean and Very satisfactory rating on Applying knowledge of
content within and across curriculum teaching areas and 4.23 mean with Very
creative thinking, as well as other higher order thinking skills. Overall, the
competencies and their level of their performance, the importance of trainings and
and can contribute to pedagogical aspects. Thus, the results of this study implied
that despite the Very satisfactory rating obtained by the teacher respondents still
there is so much to be improved that the educational system must look and take into
considerations.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 57
Table 3 below shows the scores of JHS teachers on the second KRA of the
RPMS which is the Learning Environment and Diversity of Learners, there were
three objectives under this KRA. Based on the result, respondents got high scores
learning environments this has a total mean result of 4.27 Very satisfactory, while on
experiences the got a mean result of 4.18 Very satisfactory. Furthermore, the overall
(VS.) The rating score shows that teachers respondent performed very satisfactorily
The result showed the diversity of teachers in the teaching and learning
process and how they managed and give appropriate learning experiences to the
learners. This can be done through trainings and workshops that were related to
issues and problems existed in the current curriculum, content, and practicum in
that may affect the teachers’ pedagogy as well students’ synthesis of their learning.
Table 3
Learners
and diversity of learners. Finding indicated the following mean obtained by the
(Very Satisfactory). The Overall mean on the JHS teachers’ observation score on
Table 4
Table 4 shows the scores of JHS teachers on the Key Result Area which is
the Curriculum and planning. Three objectives were under this KRA. Based on the
result gathered teachers obtained 4.14 Very satisfactory mean score on Planned,
processes to meet curriculum requirements and varied teaching contexts, while 4.05
teacher and learner feedback to enrich teaching practice and 4.02 on the Selected,
including ICT, to address learning goals. A grand mean of 4.07 very satisfactory
rating were the overall rating of the respondents, this implies that teachers
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 60
performed well on translating curriculum content into learning activities that are
relevant to learners and based on the principles of effective teaching and learning.
Based on the result, apparently the teachers are curriculum planners and
developers. The moment when a teacher teaches the subject matter in accordance
to the curriculum, the same is manifested, thus the teacher is an important factor in
evaluation. According to Handler (2010) there is a need for teacher involvement and
textbooks (or modules, etc.), and content (Alsubaie, 2016). Handler, (2010) added
Table 5
which is the Assessment and reporting, three identified objectives for this KRA. The
result revealed that the respondent got a 3.96 very satisfactory mean score on the
achievement using learner attainment data and 3.85 very satisfactory mean score on
Communicated promptly and clearly the learners’ needs, progress and achievement
3.89 very satisfactory grand mean score which shows that teachers performed very
monitor, evaluate, document and report learners’ needs, progress and achievement.
assess the level of development and learning of students using the appropriate and
valid assessment tool. Moreover, the results revealed implication of the different
Obaob G. and Moneva J. (2014) emphasized that teachers must possess the skills
and make effective and suitable changes in their approaches, instructional strategies
and techniques. Being based on the instructional objectives, the assessment tools
must contain the criteria that emphasize the desired outcomes or skills that the
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 62
student need to develop and shall be flexible to the relevant and special skills
Table 6
Table six shows the frequency and average result of the academic
90-94 percent have the frequency of 61 and percentage of 63.54, students who had
85-89 grades got the frequency of 33 and 34.38 percent, while both students who
have grades from 80-84 and 95 above have frequency of 1 and 1.04 percentage.
According to Burroughs et al. (2019), teachers are one of the most important
lifetime outcomes, yet have simultaneously had difficulties in defining what teacher
literature on the question of teacher quality, evidence for the impact of teacher
Table 7
Correlation
Indicators Description P – value Decision
Coefficient
Content Knowledge Weak and Inverse Failed to
-0.116 0.260
and Pedagogy Correlation Reject Ho
Learning Environment Very Weak and
Failed to
and Diversity of -0.033 Inverse 0.748
Reject Ho
Learners Correlation
Very Weak and
Curriculum and Failed to
0.036 Direct 0.731
Planning Reject Ho
Correlation
Very Weak and
Assessment and Failed to
0.076 Direct 0.459
Reporting Reject Ho
Correlation
Very Weak and
Failed to
Overall RPMS Rating -0.013 Inverse 0.903
Reject Ho
Correlation
Significant relationship between Teachers’ Observation score in RPMS and students’
Academic Achievement
Note: If p value is less than or equal to the level of significance which is 0.05 reject the null hypothesis otherwise
failed to reject Ho. Correlation coefficient values: ±0.76 – ±0.99 Very Strong; ±0.51 – ±0.75 Strong; ±0.26 –
±0.50 Moderate; ±0.11 – ±0.25 Weak; ±0.01 – ±0.10 Very Weak
scores on students’ academic performance. Computed results show that the key
result areas such as a.) Learning Environment and Diversity of Learners which has a
correlation coefficient of -0.33, and p- value of 0.748 b.) Curriculum and Planning
that has 0.036 correlation coefficient and p-value of 0.731 and c.) Assessment and
Reporting that has 0.076 correlation coefficient and p-value of 0.459 all of these have a
very weak and direct correlation to the students’ academic achievement while
inverse correlation coefficient and the p-value of 0.93 which further implies that there
to show that there is a significant relationship between the JHS teachers’ scores on
the RPMS and the students’ academic achievement on the content knowledge and
should be noted, that differences in the strength of the relationship differ against
Thus, it is safe to say as per Hartle, Everall, and Baker, (2012), that
CHAPTER 5
Summary
The main objective of this study was to determine of whether or not there is a
significant relationship between the teachers’ observation score in the RPMS and
the observations scores of JHS teachers on RPMS and the academic achievement
of the students. The research instruments that were used in this study were the
RPMS rating tool for the scores of the teachers’ participants and the DepEd School
The overall RPMS scores of teachers were computed using the mean score,
while to show the relationship between the teachers’ RPMS score and students’
equivalent of Pearson Product Moment Correlation. We used this test since the
overall observation scores” are measured as ordinal level since the data collected
Findings
Based on the results gathered in the study teachers’ observation score was
very satisfactory in each Key Result Area (KRA), thus the following findings are
hereby presented:
development academically.
got a grand mean result of 4.07 still a very satisfactory rating, teachers proved
that they have satisfactorily apply their professional knowledge to make and
implemented.
grades ranging from 90-94 having the frequency of 61 or 63.54 percent, next
are students’ respondent have grades ranging from 85-89 which has a
ranging from 80-84 and 95 above have lesser frequency which is 1 and 1.04
6. Using the Spearman Rank Correlation, the result revealed that there is no
Conclusion
Based on the foregoing findings, the researcher drawn the following conclusions:
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 68
Teacher’s observation scores on RPMS
of their overall RPMS scores. Teachers obtained grand mean of 4.36 on the Content
Environment and Diversity of Learners, 4.07 for the Curriculum and Planning and
lastly 3.89 for Assessment and Reporting. With these figures obtained by the
And because these programs have grate impact on teachers’ development the
DepEd need to be more consistent and continuously produce programs for teachers
It is very evident that that the result of the study shows majority of the student’s
respondents have good or high grades ranging from 90-94. Students with grades of
90-94 percent have the frequency of 61 and percentage of 63.54, students who had
85-89 grades got the frequency of 33 and 34.38 percent, while both students who
have grades from 80-84 and 95 above have frequency of 1 and 1.04 percentage.
Although this study suggests no enough evidence to prove the teachers overall
scores in the RPMS and student academic achievement however, It was also noted
that the teacher has important roles in managing the classroom, in enhancing the
students to find the tasks more meaningful and in implementing effective learning
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 69
strategies (Cardenas & Cerado, 2016). For this reason, this study would like also to
employ and highlight the importance of the teachers in the academic achievement of
the students.
Achievement
The result of the study shows that relationship suggests that there is no enough
the academic achievement of the students. Although there was not enough
evidence, it is very important to highlight that RPMS will not define what kind of
improved their way of teaching. As a result, the nature of this study maybe isolated
in particular to the assumption of the research respondents and the research locale,
Recommendations
Pedagogy were very satisfactory, this implies that the teachers mastered the
2. Key Result Area on the Diversity of Learners, the score obtained by the
environments that are safe, secure, fair and supportive in order to promote
learner behavior in a physical and virtual space, the need for teachers to
3. Scores on the Curriculum and Planning were very satisfactory which proved
need for teaching practices that are differentiated to encourage all learners to
part of assessment and reporting the respondents obtained the mean score of
3.89 although with a very satisfactory rating, this implies that the department
needs to promote training and programs that will enhance teachers’ skills on
Table 8
er
2020
on reflecting of teachers
wide range of
effective
pedagogical
approaches in the
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 73
discipline and the
ability to anticipate
student
misconceptions.
challenges:
extensive workload
under blended
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 74
learning approach,
lack of curriculum
knowledge,
experience of top-
down leadership,
and insufficient
resources for
planning
6. Further studies about the relationship between RPMS and learner progress
by the researcher.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 75
REFERENCES
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of
teachers II: Teacher value-added and student outcomes in
adulthood. American Economic Review, 104(9), 2633–2679.
Reform Support Network. (2014). Race to the top at a glance: Evaluations of teacher
effectiveness: State requirements for classroom observations.
Statistics. Informed Decision using Data by Michael Sullivan, III,. Fifth Edition
Links
http://www.depedbataan.com/resources/41/manual_for_managers.pdF
https://www.deped.gov.ph/2018/10/03/rpms-ppst-helping-teachers-improve-delivery-
of-quality-basic-education/
http://www.bsu.edu.ph/sites/default/files/SPMS%20FINAL%20with%20BOR
%20approval%20-%20Sep%2024.pdf
https://www.emerald.com/insight/content/doi/10.1108/BPMJ-05-2017-0102/full/html
https://www.researchgate.net/publication/322085911_Preparing_
Teachers_for_Diversity_A_Literature_Review_and_Implications_from_Comm
unity-Based_Teacher_Education
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 79
https://www.researchgate.net/publication/280735387_Literature_review_on_
the_experiences_of_Pasifiika_learners_in_the_classroom