Output-Based Performance Assessment: The Perspectives of Teachers in Eastern Visayas
Ma. Alith Gomez
Discipline: Teacher Training
Abstract:
This study analyzed the output-based performance assessment of junior high school teachers in Eastern Visayas for
the school year 2018-2019. Both quantitative and qualitative approaches were applied to measure the variables. The
results revealed that the recent output-based performance assessment is often observed in public schools in Region
VIII, wherein performance planning and commitment are the most substantial aspects of compliance. In contrast, the
weakest aspect is the performance reward and development. As revealed in the attitudinal aspects of the respondents,
there is a generally favorable attitude towards the competency-based performance appraisal system for teachers, the
student’s appraisal of teacher performance, and other forms of output-based performance assessment. The teachers’
performance, as measured by the IPCRF, and school performance, as measured by the OPCRF, have no significant
correlation with the perception-based, attitude-based, and other assumed independent variables. Future research and
inquiries on output-based assessment of teacher performance may focus on the perspectives of the higher educational
authorities while exploring alternative variables that predict the authentic level of teaching performance and school
outcomes.
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