Original Article

Lived Experiences of the Teachers and School Heads in the Implementation of the Results-Based Performance Management System

Jenne Q. Gacul

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: jenne.gacul@deped.gov.ph   

Abstract

The Results-Based Performance Management System (RPMS) serves as the Department of Education’s primary framework for assessing, monitoring, and enhancing the performance of teachers and school leaders. Despite its intended role in promoting accountability, professional growth, and instructional excellence, its implementation has generated varied experiences among educators, particularly regarding compliance requirements, performance evaluation processes, and professional development expectations. This study explored the lived experiences of teachers and school heads in the implementation of the RPMS in public elementary schools in Roxas District, Division of Oriental Mindoro. Specifically, it sought to examine their implementation practices, identify the challenges encountered, and generate insights that could inform policy enhancement and implementation support mechanisms. Employing a qualitative phenomenological research design, the study gathered data through in-depth semi-structured interviews with purposively selected teachers, master teachers, and school heads directly involved in RPMS implementation. The interview transcripts were analyzed using Braun and Clarke’s reflexive thematic analysis to identify recurring patterns and meanings embedded in participants’ narratives. The findings revealed that participants demonstrated proactive engagement in RPMS through continuous professional development, effective communication, collaborative planning, performance monitoring, and the cultivation of a supportive school culture. However, they also encountered substantial challenges, including increased workload and documentation demands, difficulties in understanding and applying RPMS guidelines, time management concerns, and resistance to change arising from limited institutional support. The study highlights the importance of strengthening capacity-building initiatives, clarifying implementation procedures, streamlining documentation requirements, and sustaining supportive organizational practices. These measures are essential for improving the effectiveness, sustainability, and educator acceptance of RPMS implementation within public schools.

Keywords

Results-Based Performance Management System (RPMS), lived experiences, teachers, school heads, performance management

Full Article

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Suggested APA Citation

Gacul, J. Q. (2026). Lived experiences of teachers and school heads in the implementation of the Results-Based Performance Management System (RPMS). QualiSearch Journal of Educational Research and Practice, 2(5). https://doi.org/10.66437/qjerp.v2i5.006     

Copyright and Licensing

This article is published under an open-access model by QualiSearch Academic Press. Authors retain copyright of their work while granting the journal the right to publish and disseminate the article for scholarly and educational purposes.

Peer Review Statement

This article underwent editorial screening and double-blind peer review prior to publication in the QualiSearch Journal of Educational Research and Practice (QJERP).

Ethical Approval Statement

This study received ethical clearance from the Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas City. Approval was granted prior to data collection in compliance with the Data Privacy Act of 2012 and NPC Circular No. 2023-04. All involved institutions issued formal permission to conduct the study, and informed consent, confidentiality, and voluntary participation were strictly upheld.

Author Bio

Jenne Q. Gacul is an education professional and researcher specializing in Educational Management. She earned the degree of Doctor of Philosophy in Education major in Educational Management from the Graduate School of the University of Perpetual Help System DALTA. Her academic and professional interests focus on educational leadership, teacher performance, school improvement, professional development, and performance management systems in basic education. Her research work explores the lived experiences of educators and school leaders in implementing educational reforms and accountability frameworks. Through her scholarly endeavors, she advocates for evidence-based educational policies, continuous professional growth, and the promotion of quality teaching and effective school leadership within the Philippine educational system. 

Correspondence

Jenne Q. Gacul

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

jenne.gacul@deped.gov.ph