Keywords
teacher capability
curriculum and planning
self-assessment
public school teacher
How to Cite
Abstract
This study investigated the teaching capability of public school teachers in the Alcala District using the Result-Based Performance Management System (RPMS) as an evaluative framework. Utilizing a quantitative-descriptive and causal-comparative design, the study involved 117 Teacher I-III level participants from both elementary and secondary institutions. Findings revealed that the teachers rated themselves as having a "high" level of capability across all domains, with the highest average scores in assessment and reporting. Comparative analysis showed no significant differences in capability levels when grouped according to variables such as age, sex, years in teaching, position, subject taught, and area of specialization. The study concludes that while the RPMS facilitates reflective and developmental teaching practices, the level of teacher preparation through advanced education positively influences teaching competency. The results underscore the importance of professional development and graduate-level education in elevating teaching standardsReferences
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