Teachers’ Performance on the Classroom Observation Tool – Result–Based Performance Management System Indicators: Basis for Intervention Plan

This study aimed to identify the teachers’ performance on the Classroom Observation Tool – ResultBased Performance Management System (COT-RPMS). The respondents of this study were the Teachers I to III of the 18 public elementary schools in the Division of Dumaguete City. A systematic sampling was done and there were a total of 174 respondents. The survey was descriptive and correlational in nature. It utilized percentage, mean μ, weighted mean (wx̄) and Spearman rank correlation coefficient as statistical tools. The study revealed that the teachers are generally performing “very satisfactorily” or are in the “consolidating” level in all the indicators set by the COT-RPMS as rated by their school heads. However, teachers perceived that they are just in the “satisfactory” or “applying” level in the aspect of content knowledge and pedagogy. Furthermore, a significant relationship existed between the teachers’ COT and IPCRF performances (p = 0.027 \u3c α = 0.05). This implies that the performance of the teachers as stated in the performance rating is consistent to the performance that they exhibit in the classroom. Moreover, there is no significant relationship between the teachers’ profile and their performances based on the COT-RPMS and IPCRF (all p-values \u3e α = 0.05). This connotes that regardless of their age, sex, number of years in teaching and educational attainment, their profile does not vary and is not associated to their performance