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Goal setting, monitoring, and feed-backing practices as performance management mechanisms [dissertation] / by Sheena Mae T. Comighud

By: Material type: TextTextPublication details: Dumaguete City : Foundation University, 2019Description: xii, 137 leaves : illustrations ; 28 cmSubject(s): LOC classification:
  • LG 221 D35 G73 A6 E38 2019 D471
Dissertation note: Summary: "This paper examined the extent of school heads' implementation of the Results-Based Performance Management Sytem (RPMS) as performance management mechanisms in the Department of Education (DepEd). It focused on the 61 school heads and 271 teaching personnel of Bayawan City Division, Negros Oriental, Philippines for SY 2018-2019. It utilized the descriptive, comparative, and correlational methods of research in the sense that the extent of school heads, implementation of goal setting, monitoring and feedbacking practices was surveyed and the results were related to teachers' job performance. The extent of the implementation of the RPMS was measured in terms of the following phases: a) planning and commitment, b) monitoring and coaching, c) review and evaluation, and d) rewards and developmental planning. The study used a researcher-made questionnaire divided into three parts, namely: 1) profile of the respondents, 2) extent of implementation of the RPMS, and 3) job performance of the teachers. It revealed that there is a very high extent of goal setting, monitoring, abnd feedbacking practices as respectively assessed by both the social heads and tecahers in alll RPMS areas: a) planning and commitment, b) monitoring and coaching, c) review and evaluation, and d) rewards and developmental planning. There were also significant difference between shown in the extent of the school heads' job performances when the former and the latter are respectively grouped according to their profiles items as to length of experience, educational attainement and position held. It included that there is a strong and significant relationship between the extent of goal setting, monitoring, and feedbacking practices as performance management mechanisms and teachers' job performancer as all thevalues of rs fall in the "strong relationship" categories with an overall rating of 0.712 and compueted p-values less than the 0.05 level of significance." --Abstract
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Item type Current library Call number Status Barcode
Dissertation Dissertation Foundationiana Section, University Records and Archives Center (URAC) Dissertation LG 221 D35 G73 A6 E38 2019 D471 (Browse shelf(Opens below)) Available 0232024005014

Tables.

Thesis Graduate (Doctor of Education) -- Foundation University, 2019

Includes bibliographical references and appendices.

"This paper examined the extent of school heads' implementation of the Results-Based Performance Management Sytem (RPMS) as performance management mechanisms in the Department of Education (DepEd). It focused on the 61 school heads and 271 teaching personnel of Bayawan City Division, Negros Oriental, Philippines for SY 2018-2019. It utilized the descriptive, comparative, and correlational methods of research in the sense that the extent of school heads, implementation of goal setting, monitoring and feedbacking practices was surveyed and the results were related to teachers' job performance. The extent of the implementation of the RPMS was measured in terms of the following phases: a) planning and commitment, b) monitoring and coaching, c) review and evaluation, and d) rewards and developmental planning. The study used a researcher-made questionnaire divided into three parts, namely: 1) profile of the respondents, 2) extent of implementation of the RPMS, and 3) job performance of the teachers. It revealed that there is a very high extent of goal setting, monitoring, abnd feedbacking practices as respectively assessed by both the social heads and tecahers in alll RPMS areas: a) planning and commitment, b) monitoring and coaching, c) review and evaluation, and d) rewards and developmental planning. There were also significant difference between shown in the extent of the school heads' job performances when the former and the latter are respectively grouped according to their profiles items as to length of experience, educational attainement and position held. It included that there is a strong and significant relationship between the extent of goal setting, monitoring, and feedbacking practices as performance management mechanisms and teachers' job performancer as all thevalues of rs fall in the "strong relationship" categories with an overall rating of 0.712 and compueted p-values less than the 0.05 level of significance." --Abstract

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