This study investigates the school management systems impact on teachers competency and performance. This study aimed to identify level of the school management system of public-school teachers regarding goal setting, feedback and coaching, rewards and incentives, employee satisfaction, and training and development and to identify the level of teachers competency of public teachers regarding subject mastery, teaching methodology, personal characteristic, and classroom environment. This also aimed to identify the level of teachers performance in terms of teachers Result – based Performance Management System/ Classroom Observation Rating. This also aimed to have determine the significant relationship between school management system and teachers competency. Also, it determined the significant relationship of the school management system and level of teachers performance. A descriptive survey method was employed to assess various aspects of the school management system, teaching competency, and teacher performance. The respondents comprised 163 randomly selected public elementary school teachers. Data were collected using a survey questionnaire checklist and analyzed using statistical tools such as Mean, Standard Deviation, Frequency and Percentage and Pearson-r Correlation. The findings reveal a high level of competency among public school elementary teachers in goal setting, feedback and coaching, rewards and incentives, employee satisfaction, and training and development within the school management system. Similarly, teachers demonstrate a very high level of competency in subject mastery, teaching methodology, personal characteristics, and classroom environment. Majority of proficient teachers also very satisfactory ratings in the RPMS/ Classroom Observation Rating. Moreover, the study identifies a significant positive relationship between various components of the school management system and teachers teaching competency, as well as the level of teacher performance. Based on the findings, the following conclusions were formulated. There is no relationship between school management systems and teaching competency. In addition, there is no relationship between exists between the school management system and teaching performance based on the result – based performance management system/ classroom observation rating. In light of the findings and conclusions, several recommendations are proposed. Educational leaders may provide support and resources to further enhance goal-setting practices among public school elementary teachers. This could involve offering training sessions on setting SMART goals to ensure clarity and effectiveness in goal setting processes. Schools may also encourage interdisciplinary collaboration among teachers to foster a holistic approach to teaching and learning. This could involve creating opportunities for teachers from different subject areas to collaborate on curriculum development and cross-disciplinary teaching strategies. Lastly, for future researchers, it is highly suggested that may they include other variables not covered in the present study.  

school management system

impact

teachers competency