Effectiveness of Results-Based Management Performance Systems and Their Relationship to Teachers Performance

The Results-Based Performance Management System (RPMS) serves as a key mechanism in fostering accountability, professional growth, and goal alignment among teachers. While it is widely perceived as effective, its direct influence on teacher performance remains contested. This study explores the effectiveness of RPMS and its relationship to teacher performance in primary schools under the Schools Division of Lanao del Norte. A correlational research design was employed using a researcher-made structured questionnaire. Respondents included primary school teachers from the division during the 2021–2022 school year. Descriptive statistics, Pearson’s correlation, and multiple regression analysis were used for data analysis. Findings revealed that teachers rated RPMS as highly effective (M = 4.491), especially in goal commitment (M = 4.550). Teacher performance ratings were also high (M = 4.482), with strong scores in expectancy, instrumentality, and valence. However, a weak negative correlation (r = -0.328, p = 0.273) indicated no significant relationship between RPMS effectiveness and teacher performance. Notably, educational attainment significantly influenced perceptions of RPMS (p = 0.020), while age, sex, and position did not. The high perceived effectiveness of RPMS suggests its value in guiding teacher behavior and motivation. However, the lack of a significant correlation with performance implies that other factors, such as intrinsic motivation and institutional support, may play a greater role. Tailoring RPMS based on educational background may enhance its effectiveness. RPMS remains a valuable tool but should be continuously adapted to teachers’ diverse needs to foster meaningful improvements in performance.