Lived Experiences of Teachers During the Transitioning from RPMS to PMES

This study explored the lived experiences of teachers during the transition from the Results-Based Performance Management System (RPMS) to the Performance Management and Evaluation System (PMES) at Washington National High School. Using a qualitative phenomenological design, data were gathered through semi-structured interviews with five public secondary school teachers across various career stages (Teacher I to Master Teacher II) selected via purposive sampling. The study examined how teachers experienced changes in evaluation, workload, professional growth, and career progression within the PMES framework. The research was anchored on DepEd Order No. 42, s. 2017 (Philippine Professional Standards for Teachers) and guided by Vroom's Expectancy Theory and Career Development Theory. Colaizzi’s seven-step phenomenological method for data analysis revealed five major themes: clarity in career progression, increased administrative workload, evolving professional accountability, mentoring and peer support, and implementation challenges. Findings indicated that while PMES provides clearer professional standards and career trajectory, teachers face substantial burdens related to documentation demands, workload pressure, and inconsistent guideline implementation. The study concludes that PMES effectively supports teacher accountability and growth, but its systemic success relies on sustained mentoring, streamlined communication, and institutional support.

RPMS, PMES, teacher evaluation, phenomenology

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