SCHOOL LEVEL AND SCHOOL HEAD COMPETENCY BASED ON RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS) IN THE PUBLIC ELEMENTARY SCHOOLS OF ZAMBALES, PHILIPPINES

Author Name: 1. Anjoe Rean C. Almazan 2. Elizabeth N. Farin 3. Jessie S. Echaure

Volume/Issue: 02/12

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/06.2022-56534315/UIJIR

Affiliation:

1. San Narciso Elementary School. Department Of Education, San Narciso, Zambales, Philipines
2. President Ramon Magsaysay State University, Iba, Zambales, Philippines
3. President Ramon Magsaysay State University, Iba, Zambales, Phillipnes

ABSTRACT

This study determined the school level and school heads’ competency based on Results-based Performance Management System (RPMS) in public elementary schools of Zones 2 and 3 in the Division of Zambales during the school year 2020-2021. The data gathered through the questionnaire were statistically treated with percentage, weighted mean, Analysis of Variance (ANOVA), and Pearson’s Correlation Coefficient. The respondents were the total population of one hundred twenty school heads in public elementary schools of Zone 2 and Zone 3, Division of Zambales. Findings revealed that, there is significant difference on school heads’ assessment based on SBM dimensions as to age and years in service towards Leadership and Governance, Accountability and Improvement, and Management of Resources while significant difference on years in the service towards Curriculum and Learning. Revealed further that there is significant difference on the assessment of the school heads on RPMS dimensions when grouped according to age towards Learning Environment, Human Resource Management and Development, Parents’ Involvement and Community Partnership, and Leadership Management and Operation respectively. Furthermore, there is a slight relationship between the SBM and RPMS dimensions. This study suggests that the Schools Division Office may consider a training for school administrators to improve the network that facilitates communication between and among schools and community leaders, while teachers and school administrators may encourage parents to participate in parental involvement and community partnerships in schools.

Key words: Results-Based Performance Management System, School-Based Management, Leadership and Governance, Parent’s Involvement and Community Partnerships, Accountability and Continuous Improvement