ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——— This embedded mixed-method study aimed to assess the implementation level of the Results-based Performance Management System (RPMS) among the school administrators across four phases: Planning and Commitment, Monitoring and Coaching, Review and Evaluation, and Rewards and Developmental Planning and its relationship to the performance of the of proficient teachers in the Balicuatro Area of Northern Samar. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, T-Test and ANOVA. Additionally, qualitative data were collected through interviews and focus group discussions to provide deeper insights into the implementation process and its challenges. Results indicated no significant demographic differences in RPMS implementation between the school administrators and proficient teachers. Of the 178 teacher respondents, the majority had units in a master’s degree, had 5-9 years of teaching experience and held a teacher III position. Of the 50 rater respondents, the majority had units in a master’s degree with more than 24 years of teaching experience and held a Master Teacher 1 position. Significant Relationship were found between the phases of Planning and Commitment, Review and Evaluation, and the performance ratings of the proficient teachers whereas Monitoring and Coaching, and Rewards and Developmental Planning showed no significant relationship. Teacher-respondents received a “Very satisfactory” rating with an overall mean of 4.49. The qualitative findings revealed key themes include aligning Means of Verification with RPMS objectives, effective planning, continuous support, and constructive feedback. Teachers value clear goal setting, organized scheduling, and regular review sessions. School administrators emphasize clear communication and effective resource allocation while addressing challenges like time constraints and resistance to feedback. Rewards and professional development opportunities are significant motivators. The data underscore the importance of school leadership in fostering professional growth and improving instructional practices, with ongoing efforts needed to address implementation challenges. The proposed Instructional Supervision Framework provides a comprehensive plan to improve teacher performance management through detailed monitoring and coaching practices, systematic documentation and objective evaluation. It ensures productive meetings and growth-oriented feedback, encourages self-evaluation and links performance to rewards and career progression. The framework also emphasizes collaborative planning for professional development and provides targeted workshops and training, with the ultimate aim of supporting teachers’ continuous improvement and professional growth. Keywords — RPMS, Planning and Commitment, Monitoring and Coaching, Review and Evaluation, Rewards and Developmental Planning, Raters, Proficient Teachers, Performance Rating