Teachers’ Performance and the Rpms-Ppst: A Social Cognitive Perspective

Abstract

This study determined the dynamic interactions of the three social cognitive factors of Bandura to the performance rating of teachers for S.Y. 2022-2023, particularly secondary teachers of the South District in the Division of Cagayan de Oro using the RPMS-PPST as the framework. This study investigated the factors influencing teacher performance ratings. Teachers achieved outstanding ratings overall. The analysis revealed that a teacher's rank, educational attainment, and self-efficacy in their job role significantly explained variations in performance ratings. Other factors, such as core behavioral competencies, self-assessment, and stress, did not have a significant impact. Notably, self-efficacy emerged as a crucial factor associated with outstanding performance. The findings support Albert Bandura's Social Cognitive Theory, highlighting the importance of self-efficacy for teachers. These results can be used to improve performance appraisal and promotion systems for teachers. In essence, the study identified self-efficacy as a key factor influencing teacher performance ratings. This suggests that teachers with high self-belief in their ability to succeed are more likely to achieve outstanding results.