Appraisal System and Job Performance of Public Secondary School Principals in Region XII, Philippines
DOI:
https://doi.org/10.69569/jip.2025.365Keywords:
Appraisal system, Job performance, Public secondary school, Region XIIAbstract
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.
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