Harnessing Elementary Teachers’ Teaching Methods Through the Lens of Result-Based Performance Management System (RPMS)

Rolando Mesamin Aldamar; Ahsan Esrael Lansao; Ramlah Ampatuan Duge

Harnessing Elementary Teachers’ Teaching Methods Through the Lens of Result-Based Performance Management System (RPMS)

Author(s)	Mr. Rolando Mesamin Aldamar, Ahsan Esrael Lansao, Ramlah Ampatuan Duge
Country	Philippines
Abstract	This study explored how elementary teachers apply various teaching methods and how these align with the Results-Based Performance Management System (RPMS). Through quantitative approaches, it examined strategies like lecture, collaborative learning, inquiry-based learning, and differentiated instruction. Findings revealed that teachers consistently use diverse methods to meet learners’ needs, with collaborative and differentiated approaches showing strong impact. The RPMS framework served as an effective tool for evaluating teaching performance and guiding professional growth. Ultimately, the study highlights the importance of reflective teaching practices and continuous improvement to ensure quality education in today’s dynamic classroom setting. The findings revealed that among the four methods, only collaborative learning showed a statistically significant and positive influence on performance ratings, suggesting that interactive and student-centered strategies are more aligned with the expectations of RPMS. Lecture methods, inquiry-based learning, and differentiated instruction did not show significant impacts, which may be due to implementation challenges or misalignment with performance indicators. The overall model was statistically significant, indicating that teaching methods, to some extent, do influence teacher performance ratings. This study highlights the importance of empowering teachers with professional development focused on effective, student-centered approaches like collaborative learning. It also suggests that while traditional and innovative strategies have value, their impact on performance evaluations depends largely on how well they are aligned with current assessment standards. Support and training are key to bridging this gap.
Keywords	Elementary teachers’ teaching methods, harnessing, lens, Results-Based Performance Management System
Field	Sociology > Education
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-05-13

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Harnessing Elementary Teachers’ Teaching Methods Through the Lens of Result-Based Performance Management System (RPMS)

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