Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 7 (2025)

Appraisal System and Job Performance of Public Secondary School Principals in Region XII, Philippines

Principe O. Olino

Discipline: Education

 

Abstract:

This study examines the relationship between the implementation of the school principals' appraisal system and their job performance in DepEd Region XII, as measured by Office Performance Commitment and Review (OPCR) results and teacher assessments. The research involved 8 Assistant School Division Superintendents, 32 secondary school principals, and 343 teachers for the 2024-2025 school year, focusing on appraisal indicators such as performance planning and evaluation. Both principals and ASDS rated the appraisal system high, though ASDS perceptions were significantly higher. Principals' self-assessed OPCR results were also higher than those of teachers, highlighting a gap in performance perceptions. A weak positive correlation was found between the implementation of the appraisal system and job performance, suggesting a limited direct impact. Challenges such as documentation burdens and time constraints emerged as barriers to effective implementation. The study concludes that while school leaders and superiors value the appraisal system, its effectiveness is weakened due to problems with the implementation process and because different groups involved, such as principals, assistant superintendents, and teachers, perceive it differently. A key recommendation is to revise the appraisal system to address the excessive number of tasks for principals and the excessive paperwork associated with performance reviews, ensuring more straightforward guidelines and realistic timelines for principals. This aligns with broader research advocating for transparent and objective evaluations to maximize system credibility.



References:

  1. Abebe, D. W., & Singh, D. P. (2023). The relationship between emotional intelligence, job satisfaction, and job performance: Empirical evidence from public higher education institutions. European Journal of Business and Management Research, 8(3), 45–52. https://doi.org/10.24018/ejbmr.2023.8.3.1928
  2. Aguilar, J. (2023). Management competency of school heads: Basis for effective and improved school leadership. International Journal of Applied Science and Research, 6(5), 87–125. https://doi.org/10.56293/ijasr.2022.5565
  3. Al Thawadi, M. M., & Hadi, N. U. (2024). Exploring the relationship between performance assessment and employee performance: The role of performance planning and performance review. Studies in Systems, Decision and Control, 523-531. https://doi.org/10.1007/978-3-031-50939-1_39
  4. Alainati, S., AlKhatib, H., Al Ajmi, M., & Al-Duaij, M. (2024). Investigating the effectiveness of employees’ performance appraisal system: Kuwait case study. International Journal of Professional Business Review, 9(3), e04453. https://doi.org/10.26668/businessreview/2024.v9i3.4453
  5. Ali, M., Anshori, F. A., Watson, W., Aryani, S. A., An, A. N., Muthoifin, M., & Elbanna, M. (2024). The effectiveness of boarding school-based principals’ social competence on school environment welfare at Islamic junior high schools. Journal of Management World, 2024(4), 777–784. https://doi.org/10.53935/jomw.v2024i4.527
  6. Barman, L., McGrath, C., Josephsson, S., Silén, C., & Bolander Laksov, K. (2022). Safeguarding fairness in assessments—How teachers develop joint practices. Medical Education, 56(6), 651–659. https://doi.org/10.1111/medu.14789
  7. Baylon, V. I. (2024). Grounding quality education from the experiences of high school students in selected secondary schools in the Philippines. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4856313
  8. Berkovich, I., & Eyal, O. (2020). Principals’ communication practices and teachers’ emotional distress. A Model of Emotional Leadership in Schools, 98–113. https://doi.org/10.4324/9780429344442-9
  9. Boals, B. (2020). Instructional coaching and its importance in positive behavior intervention supports. Iowa State University. https://doi.org/10.31274/cc-20240624-904
  10. Cemaloğlu, N., & Savaş, G. (2018). Examining the relationship between supportive behaviors of school principals and teacher leadership. International Online Journal of Educational Sciences, 10(1), 244-258. https://tinyurl.com/vckzfyvd
  11. Cortina, R. (2016). How to improve quality education for indigenous children in Latin America. Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America, 3–25. https://doi.org/10.1057/978-1-137-59532-4_1
  12. Culduz, M. (2023). The impact of educational leadership in improving the learning experience. Advances in Educational Marketing, Administration, and Leadership, 168–189. https://doi.org/10.4018/978-1-6684-8332-9.ch008
  13. Dangol, P. (2021). Role of performance appraisal system and its impact on employees’ motivation. Quantitative Economics and Management Studies, 2(1), 13–26. https://doi.org/10.35877/454ri.qems119
  14. Department of Budget and Management. (2025). National Budget Circular No. 597: Implementation of the second tranche of the updated salary schedule for civilian government personnel. Retrieved from https://tinyurl.com/59wj6y5h
  15. Department of Education (DepEd) Order No. 024 s. 2020. National adoption and implementation of the Philippine Professional Standards for School Heads. Retrieved from https://tinyurl.com/48m77r6k
  16. Department of Education (DepEd) Order No. 2 s. 2015. Guidelines on the performance appraisal system for school heads. Retrieved from https://tinyurl.com/y3wjxxps
  17. Dizon, A. D., San Pedro, A. B., Munsayac, M. M., Padilla, J., & Pascual, M. C. (2018). Level of implementation of the results-based performance management system in the Department of Education division of Gapan City, Philippines. International Journal of Research-GRANTHAALAYAH, 6(1), 484-503. https://doi.org/10.29121/granthaalayah.v6.i1.2018.1658
  18. Finkbeiner, P. (2016). Qualitative research: Semi-structured expert interview. Social Media for Knowledge Sharing in Automotive Repair, 141-181. https://doi.org/10.1007/978-3-319-48544-7_6
  19. Galdames-Calderón, M. (2023). Distributed leadership: School principals’ practices to promote teachers’ professional development for school improvement. Education Sciences, 13(7), 715. https://doi.org/10.3390/educsci13070715
  20. Hallinger, P. (2018). Principal instructional leadership. The Wiley Handbook of Teaching and Learning, 505–528. https://doi.org/10.1002/9781118955901.ch21
  21. Ilaguison, G. F. (2024). Transformational leadership qualities of school heads and organizational outcomes of senior high school teachers. International Journal of Research Publication and Reviews, 5(7), 3122–3128. https://doi.org/10.55248/gengpi.5.0724.1902
  22. Irada, A. M. (2024). Path goal leadership of school heads and team effectiveness among public secondary teachers in Digos City Division. International Journal of Research Publication and Reviews, 4378–4383. https://doi.org/10.55248/gengpi.5.0624.1562
  23. Kempkes, J. A., Suprano, F., & Wömpener, A. (2023). How management support systems affect job performance: A systematic literature review and research agenda. Management Review Quarterly, 74(4), 2013-2086. https://doi.org/10.1007/s11301-023-00353-5
  24. Kutasi, R. (2023). Feedback: Unveiling its impact and enhancing its effectiveness in education. Journal of Pedagogy-Revista de Pedagogie, 71(2), 7-32. https://doi.org/10.26755/revped/2023.2/7
  25. Lee, C., Camburn, E. M., & Sebastian, J. (2024). School context, school leaders’ data-informed decision making, and student achievement: Evidence from Florida. School Effectiveness and School Improvement, 36(1), 45–70. https://doi.org/10.1080/09243453.2024.2436889
  26. Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
  27. Lian, B. (2020). The influence of principal’s situational leadership and teacher’s professionalism on teacher’s performance. International Journal of Progressive Sciences and Technologies (IJPSAT), 20(1), 135–143. https://doi.org/10.31219/osf.io/t7cha
  28. Luo, Y., & Huang, J. (2023). The effect of university teachers’ perceived inclusive leadership on their job performance: The serial mediation effect of perceived school support and teachers’ psychological empowerment. Higher Education Studies, 13(3), 18. https://doi.org/10.5539/hes.v13n3p18
  29. MacLeod, L. (2020). Shaping professional development of educators: The role of school leaders. In M. A. White & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership (pp. 189–217). Springer Singapore. https://doi.org/10.1007/978-981-15-6667-7_10
  30. Magnusen, M., Kim, J. W., & Robinson, M. (2020). Coaching and effective leaders: An overview and recommended research agenda. Coaching for Human Development and Performance in Sports, 441–465. https://doi.org/10.1007/978-3-030-63912-9_21
  31. Ofori, S. C. (2020). Regional plans and programmes and strategic planning processes and general implementation impacts. Endogenous Regional Policy and Development Planning in Ghana, 133–164. https://doi.org/10.4324/9780367814892-5
  32. Om, S. (2022). School directorship: Effective leadership and management practices and challenges in primary schools in Cambodia. International Journal of Leadership in Education, 1–19. https://doi.org/10.1080/13603124.2022.2042857
  33. Panganiban, A. C. (2018). Practices and techniques of school heads of region IV-A (Calabarzon) in influencing people: Towards school leader program/course design. KnE Social Sciences, 3(6), 98. https://doi.org/10.18502/kss.v3i6.2376
  34. Perla, L., Agrati, L. S., Vinci, V., & Soleti, P. (2023). Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators. Professional Development in Education, 49(6), 1183-1196. https://doi.org/10.1080/19415257.2023.2266912
  35. Sari, Y., & Lestari, S. (2025). Ethical leadership strategies of school principals: Fostering a harmonious and productive teacher work environment. AL-ISHLAH: Jurnal Pendidikan, 17(1), 489-499. https://doi.org/10.35445/alishlah.v17i1.6090
  36. Shaked, H. (2024). How principals’ instructional leadership impacts schools’ middle leadership. Educational Management Administration & Leadership, 17411432241238888. https://doi.org/10.1177/17411432241238888
  37. Soni, P. D. (2017). Teacher effectiveness among secondary school teachers from government and private schools. International Journal of Indian Psychology, 4(4). https://doi.org/10.25215/0404.160
  38. Steele, D., & Whitaker, T. (2019). Instructional leadership is not about improving teachers; It is about creating the conditions where teachers can improve themselves. In Essential truths for principals (1st ed., p. 2). Routledge. https://doi.org/10.4324/9780429028649
  39. Stelmach, B. (2020). Rural, secondary school parents’ discourses about feeling in community in their children’s schools: Insights to shape teachers’ and principals’ questions. Rural Teacher Education, 203–224. https://doi.org/10.1007/978-981-15-2560-5_10
  40. Urbano, D. P., & Gurat, M. G. (2023). Level of practice in the implementation of DepEd’s results-based performance management system (RPMS). International Journal of Research Publication and Reviews, 4(8), 1078–1090. https://doi.org/10.55248/gengpi.4.823.50165
  41. Vargas, A., & Fontanilla, M. (2025). School management practices in addressing issues and challenges of teachers-in-charge: A management primer. International Journal of Research Publications, 168(1). https://doi.org/10.47119/ijrp1001681320257643
  42. Vican, D., Relja, R., & Popović, T. (2016). Principals’ educational leadership. School Effectiveness and Educational Management, 87–106. https://doi.org/10.1007/978-3-319-29880-1_6.
  43. Vogel, L. R. (2018). Learning outside the classroom: How principals define and prepare to be instructional leaders. Education Research International, 2018, 1–14. https://doi.org/10.1155/2018/8034270

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic