ABSTRACT
This qualitative study was conducted to determine the views, challenges, and coping strategies of English teachers in the implementation of the Results-Based Performance Management System (RPMS) as bases for program recommendation at the secondary schools in the Municipality of Dingle during the School Year 2025-2026. Employing a qualitative research design, the study gathered data from ten (10) purposely chosen English teachers. Data were analyzed through thematic analysis. The findings revealed that teachers view the RPMS as a performance assessment tool; a performance evidence; a fuel for teacher development; and a framework strengthening teaching-learning outcomes. The challenges encountered by the English teachers in accomplishing RPMS were poor planning, weak monitoring, time-consuming, excessive documentation, and inadequate training. They succeeded the challenges by employing the following strategies: pursue growth opportunities, maintain and update portfolio, manage time and prioritize tasks, and collaborate with colleagues. As a result of the study, a program recommendation was proposed to address problems teachers generally face on the process of completing their RPMS portfolio.
Keywords: English Teachers, Results-Based Performance Management System, Views, Challenges, Coping Strategies, Program Recommendation
INTRODUCTION
The Results-Based Performance Management System (RPMS) serves as the official evaluation framework for the Philippine Department of Education. Guided by DepEd Order No. 2, s. 2015, this system aligns teacher assessments with the Philippine Professional Standards for Teachers (PPST) to ensure that all personnel are evaluated through a fair and standardized process. It aligns individual performance with organizational goals, focusing on accountability, transparency, and continuous improvement in teaching quality. However, implementation of the RPMS in the DepEd raised significant concerns among teachers including the English teachers. For them, accomplishing the RPMS not just require so much time but is also both a professional expectation and a personal challenge when your goal is to achieve outstanding performance.
Teaching quality is deemed one of the foundations of student achievement and institutional performance. Rivera JP, et al (2025) Thus, most English teachers strive to adhere to the standards set by the RPMS to ensure quality instruction but still encounter challenges in meeting performance indicators. These difficulties may include large class sizes, heavy paper works, inadequate learning resources, and the pressure to integrate innovative teaching strategies while targeting high student achievement. Moreover, the demand for proficiency in both oral and written communication leads them to render extra time and effort in tutoring learners outside their working schedule to help address the learning gaps particularly in reading. These are the realities that often impact their capacity to consistently reach outstanding ratings in performance evaluations.
Despite these challenges, teachers have developed their own coping strategies to navigate their way. While some rely on collaboration and support from colleagues and school network, others turn to self-directed strategies like continuous professional development, emotional understanding, and resourcefulness and time management techniques. These way of coping with the challenges not only help teachers achieve RPMS standards but also develop resilience and adaptability in their professional practice. By looking at these strategies closer, it could provide us valuable insights into how teachers maintain motivation and excellence despite systemic and contextual constraints.
Studying English teachers’ views, challenges, and coping strategies in relation to RPMS is empirical because it underscores the relationship between policy and practice. It provides understanding on how this performance management systems affect teacher behavior, instructional quality, and professional growth. Additionally, it identifies gaps between expectations and realities which is vital to educational research by offering recommendations for policy refinement, and promoting support systems that empower teachers. Ultimately, this study highlighted the importance of listening to teachers’ voices in crafting effective performance management system that balances accountability with genuine professional development.
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