Authors : Maricar D. Cameguing

Volume/Issue : Volume 11 - 2026, Issue 8 - August

Google Scholar : https://tinyurl.com/3h2d2e4z

Scribd : https://tinyurl.com/3nrjm39x

DOI : https://doi.org/10.38124/ijisrt/26aug289

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study discovered the experiences and challenges of teachers aligning their teaching practices to results-based performance and management system. There were ten (10) elementary teachers of Buhangin-A District, Division of Davao City who participated in the study. This study made use of a phenomenological approach to extract the reflections of the participants. The in-depth-interview was employed to gather some information with regards to their respective experiences and challenges. Based on the results of thematic analysis of the responses from the participants of the study, the following findings and their corresponding themes were revealed: the teaching practices of teachers focused on setting objectives, assessment of progress and effective classroom management. The challenges of teachers aligning their teaching practices to results-based performance and management system delved on time constraints, adapting teaching methods and pressures of accountability and performance expectations. The insights drawn from the findings of the study were the following: ensuring quality in teacher performance, alignment of instructional strategies to learning outcomes and continuous professional development. Findings revealed that aligning teaching practices of teachers to results-based performance and management system does not only enhance student outcomes but also empower teachers to continually improve. Making this study meaningful, publication to a reputable journal is essential.

Keywords : Teaching Practices; Results-Based Performance Management System; Exposure; Experiences.

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