RELATIONSHIP BETWEEN JUNIOR HS TEACHERS¿ SCORES
ON RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM AND STUDENT ACADEMIC ACHIEVEMENT: BASIS FOR TEACHER¿S DEVELOPMENT PLANS
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This study examines whether there was a significant relationship between JHS teachers' scores on RPMS and student academic achievement.Respondents were selected through a random sampling technique where the sample size Cochran's Sample formula was utilized. 96 teacher respondents and 96 students were selected from the integrated schools of the 2nd district of the school's division office of Mandaluyong, City.The study revealed that teacher respondents obtained very satisfactory grand mean scores on the following KRAs of RPMS; (1) Content Knowledge and Pedagogy 4.36 VS, (2) Learning Environment...
This study examines whether there was a significant relationship between JHS teachers' scores on RPMS and student academic achievement.Respondents were selected through a random sampling technique where the sample size Cochran's Sample formula was utilized. 96 teacher respondents and 96 students were selected from the integrated schools of the 2nd district of the school's division office of Mandaluyong, City.The study revealed that teacher respondents obtained very satisfactory grand mean scores on the following KRAs of RPMS; (1) Content Knowledge and Pedagogy 4.36 VS, (2) Learning Environment and Diversity of Learners 4.23 VS, (3) Curriculum and Planning 4.07 VS, (4) Assessment and Reporting 3.89 VS, while the student academic achievement revealed general average of 89.93 which means an outstanding academic achievement. Although the results of teachers' scores and academic achievement of the students have positive implications, the correlation results of the study revealed that the overall teachers' RPMS rating was -0.013 which means Very Weak and Inverse Correlation while the p-value result was 0.903 which means Not Significant.
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