THE implementation of the Results-Based Performance Management System (RPMS) is a product of years of research aimed at improving the quality of employees’ work and professional growth through a very systematic approach.
However, many teachers have questioned the implementation of RPMS for it resulted in tons of paper work for teachers. This is the best time for us to accept changes that would enhance teachers’ growth as professionals.
Change is always viewed as something that is constant. Many people are afraid of change for two main reasons: First they have been complacent with what has been normally done for years. Second, they are afraid of the outcome. It is understandable that many teachers are apprehensive of the additional burden to the education system’s existing woes like lack of classrooms, materials and resources as well as insufficient teachers’ salary. However, it would be nice if teachers would look at the positive effects of this toolkit rather than the problems.
Changes like these should be seen as opportunities to an ever-evolving world. Teachers have taken an oath and have promised to be educational frontliners. The future of this generation lies in our hands.Therefore, teachers must accept the responsibilities.
Teachers are expected to fulfill their tasks involving the Teaching-Learning Process, Classroom Management, Community Involvement and Professional Development which are all enclosed in the Key Results Areas or KRAs. RPMS helps improve teachers’ performance that would directly benefit the students.
RPMS may not be perfect as it entails more paper work. Teachers must be optimistic that the Department of Education would resolve this problem and that it serves a noble purpose — that of helping them become better professionals.
