by Lira B. Biῆas
High-quality education necessitates that teachers conduct their lessons efficiently and effectively. In addition to making students feel more at ease, a teacher's ability to instruct and impart knowledge enhances student performance. The impact of teachers' performance on students' academic achievement makes it a topic of immense importance. Teachers' instruction methods directly impact how well they perform (Chetty et al., 2011). In the past, we evaluated teachers' work based on their qualifications. By assessing their professional competencies, teachers' performance has improved due to the evolution of the modern educational environment. The new performance standards evaluate teachers based on their ability to engage students, foster critical thinking in the classroom, assist students in problem-solving, and aid in data analysis.
These methods support the growth of student autonomy, facilitate the creation of lesson analyses, and enhance students' academic achievement. The Department of Education evaluates teachers' performance yearly using the Results-Based Performance Management System (RPMS), which is in line with the Philippine Professional Standards for Teachers. Every school-based employee must conduct the year-end performance review and evaluation for school-based personnel after each academic year, according to the Department of Education's 2015 guidelines on the establishment and implementation of the RPMS. Teachers typically support it with their reports, documents, outputs, images, and other substantial materials. DEP strongly encourages cross-rating between the rater, direct supervisor, and, if feasible, the teachers' peers, subordinates, and students. The final output of the RPMS is the Individual Performance Commitment and Review Forms (IPCRF), which serve as the foundation for a teacher's annual performance and, eventually, the provision of support for their professional development needs (Malipot, 2022).
Teachers can readily adjust to a toxic work environment without hurting their performance. Teachers still meet performance standards and behave professionally even when dealing with significant personal or professional issues. This is also consistent with Martinez's (2022) study, which examined the effectiveness of teachers in digital education in Laguna's public and private schools. They also discussed their performance in school during the pandemic. The study found a strong correlation between teachers' IPCRF scores and digital education in terms of both teaching modalities and teacher performance. This study sets a very high standard for the teachers' performance.
While the RPMS framework provides a foundation for evaluating teacher performance in the Philippines, research suggests room for improvement in implementation. Workload, leadership, and online learning challenges influence teachers' effectiveness. Addressing these issues through targeted interventions, fostering supportive work environments, and leveraging effective communication strategies can empower teachers and ultimately enhance student outcomes. Further research is crucial to refine the RPMS and identify effective strategies for optimizing teacher performance in diverse contexts.
Lira B. Biῆas is a Teacher III at Libertad Integrated School, Schools District of Banate, Schools Division of Iloilo. He holds a master’s degree in education.
The Teachers' Guide International Magazine, October 31, 2024 (ISSN 2984-9799)