Teachers’ Scores on the Results-Based Performance Management System (Rpms) and the Learners’ Academic Achievement Based on Most Essential Learning Competencies (MELCS) of Solano East Central School- Integrated Sped Center

This study examined whether elementary teachers’ Results Based Performance Management System (RPMS) ratings are associated with learners’ academic achievement based on the Most Essential Learning Competencies (MELCs) in a Philippine public school with an integrated SPED program. It also tested whether teacher characteristics (age, years in service, number of trainings) relate to RPMS ratings. Using a descriptive correlational design and documentary analysis, the study analyzed 53 teachers and 1,501 learners (Grades 1–6) from Solano East Central School–Integrated SPED Center in SY 2022–2023. Teacher performance was taken from validated RPMS–IPCRF records; learner outcomes were Mean Percentage Scores (MPS) from DepEd Form 24. Analyses included descriptive statistics, one way ANOVA, and Pearson correlations. Teachers obtained an Outstanding overall RPMS mean (M = 4.92). Learners’ overall MPS was 86.04 (Proficient), highest in Edukasyon sa Pagpapakatao (ESP) (MPS = 87.84) and lowest in Araling Panlipunan (AP) (MPS = 84.74). Age groups differed in RPMS ratings (F = 3.60, p = .012), favoring younger teachers; years of teaching (p = .944) and trainings attended (p = .097) showed no differences. RPMS had no significant correlation with learners’ MPS in any subject (|r| ≤ .134, all p > .05). Despite consistently high RPMS performance, teacher ratings did not predict learner achievement on MELCs. Findings suggest (a) RPMS may emphasize compliance over subject specific instructional impact and (b) professional development quality, feedback practices, and discipline specific pedagogy warrant stronger alignment with learner outcomes.